Antje Von Suchodoletz
Biographic Data
| ID | 2746063 |
|---|---|
| NAME | Antje Von Suchodoletz |
| GIVEN NAMES | Antje |
| FAMILY NAME | Von Suchodoletz |
| SIGNATURE | VON SUCHODOLETZ A |
| AFFILIATIONS | New York University Abu Dhabi |
| ORCID | 0000-0002-4261-9317 |
| VERIFIED | Yes |
| TOTAL WORKS | 29 |
| TOTAL CITATIONS | 84 |
| AUTHOR COUNT | 29 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2011 |
| LATEST PUBLICATION YEAR | 2025 |
| H-INDEX | 6 |
How Chinese grandmothers and mothers share books with toddlers and relations with toddlers’ verbal contributions
Grandmothers play a vital role as caregivers of young children, especially in the majority world, yet studies of caregiver-child book-sharing have typically focused on mothers. This study examines intergenerational differences between grandmothers and mothers in book-sharing styles and goals, and the relations of book-sharing styles with toddlers' verbal contributions during book-sharing. Participants included 70 families (59 grandmothers, 65 mot…
Parenting programs in the Middle East/North Africa (Mena) region: A multilevel meta-analysis
Pandemic-related threats and well-being: A longitudinal study of preschool teachers in Germany during the Covid-19 pandemic
The Quality of Teacher-child Interactions and Teachers’ Occupational well-being in Finnish Kindergartens: A Person-centered Approach
Research Findings: The aim of the present study was to identify profiles of kindergarten teachers based on the observed quality of interactions with the children in their classrooms and to explore possible differences between the profiles in terms of teachers’ occupational well-being and teacher and classroom characteristics. Participants were 54 Finnish kindergarten teachers whose interactions with children were observed with the Classroom Asses…
Granny and mama: Grandmothers’ and mothers’ interactions with toddlers during block play in urban China
Changes in subjective stress experiences and self-efficacy beliefs of preschool teachers in Germany: A longitudinal study during 12 months of the Covid-19 pandemic
Exploring types of educational classroom talk in early childhood education centres
Educational classroom talk is beneficial for children’s learning and communicative development (Alexander 2018); however, current research has focused predominantly on classroom talk starting at the primary school level. This study explored types of educational classroom talk between teachers and children as early as in early childhood education (ECE) in the United Arab Emirates. It also examined variations in the occurrence of different types of…
Covid-19 lockdowns and children’s health and well-being
Reading for pleasure among Jordanian children: A community‐based reading intervention
Background We Love Reading (WLR) is a community‐based reading intervention aimed at cultivating an interest in reading for pleasure among children through mobilising local community members to establish informal libraries and organise read‐aloud sessions in public spaces. The programme targets primarily children between the ages 4–10 but is also open to older children. The present study investigated the effect of the WLR programme on children's p…
Investigating Bidirectional Links Between the Quality of Teacher–Child Relationships and Children’s Interest and Pre-Academic Skills in Literacy and Math
This study investigated bidirectional links between the quality of teacher–child relationships and children’s interest and pre-academic skills in literacy and math. Furthermore, differences in the patterns of bidirectionality between boys and girls were explored. Participants were 461 Finnish kindergarteners (6-year-olds) and their teachers (n = 48). Teachers reported their closeness and conflict with each child twice throughout the kindergarten …
Adrenocortical and psychosocial responses of families in Jordan to the Covid-19 pandemic
This study of 52 predominantly lower income Jordanian and Syrian families with young children (31 girls; Mage = 53.37 months, SD = 3.53) in Jordan began in 2019, before the pandemic. Families were followed to explore stress physiology, family functioning, and mental health over the first 9 months of the pandemic. Mothers reported less adaptive coping and more negative changes to family life in June 2020 when their children had poorer behavioral s…
Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions
Research Findings: The aim of this study was to examine associations between two aspects of teachers’ occupational well-being, i.e., teaching-related stress and work engagement, and the quality of teacher–child interactions in Finnish kindergarten classrooms. Participants were 47 kindergarten teachers with their classrooms of 6-year-old children. Teacher–child interactions (i.e., emotional support, classroom organization, and instructional suppor…
Directors' stress in day care centers: Related factors and coping strategies
Purpose This study aims to explore what causes stress to day care center directors and what their coping strategies are. In addition, the study examined the extent to which directors experience work-related stress and burnout, and the factors associated with their work-related stress, engagement and recovery from work. Design/methodology/approach A mixed method approach was used. Findings The results showed that the main sources of directors' str…
Patterns of dialogic teaching in kindergarten classrooms of Finland and the United Arab Emirates
Features of speech in German and US-American mother–toddler dyads during toy play and book-reading
Previous research indicates that features of speech during mother–toddler interactions are dependent on the situational context. In this study, we explored language samples of 69 mother–toddler dyads collected during standardized toy play and book-reading situations across two countries, Germany and the United States (US). The results showed that features of speech differed across situational contexts. However, situational differences were mostly…
Maternal book-sharing styles and goals and children’s verbal contributions in three communities
Facilitators, teachers, observers, and play partners: Exploring how mothers describe their role in play activities across three communities
Exploring Diurnal Cortisol Rhythms of Kindergarten Teachers in Kosovo and Ukraine
Teachers’ stress is a dynamic combination of the individual teacher's characteristics and characteristics of the classroom and school environment. To date, there are limited studies on teachers’ stress in the context of lower‐middle‐income countries ( LMIC s), where working conditions as well as general political and economic circumstances might pose a considerable threat for teachers’ well‐being. This study explores whether certain combinations …
Personal and contextual factors associated with growth in preschool teachers' self-efficacy beliefs during a longitudinal professional development study
Bidirectionality in preschool children’s executive functions and language skills: Is one developing skill the better predictor of the other
Home literacy as cultural transmission: Parent preferences for shared reading in the United Arab Emirates
Reading and spelling skills inGerman third graders: Examining the role of student and context characteristics
BackgroundEducational processes and outcomes are influenced by a multitude of factors, including individual and contextual characteristics. Recently, studies have demonstrated that student and context characteristics may produce unique and cumulative effects on educational outcomes.AimsThe study aimed to investigate (1) the relative contribution of student, classroom, and school characteristics to reading fluency and orthographic spelling, (2) th…
Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings From France, Germany, and Iceland
Research suggests that behavioral self-regulation skills are critical for early school success, but few studies have explored such links among young children in Europe. This study examined the contribution of early self-regulation to academic achievement gains among children in France, Germany, and Iceland. Gender differences in behavioral self-regulation skills were also explored. A total of 260 children were followed longitudinally over one to …
A typical morning in preschool: Observations of teacher–child interactions in German preschools
The Impact of Self-Regulation on Preschool Mathematical Achievement
A typical morning in preschool: Observations of teacher–child interactions in German preschools
Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland
Personal and contextual factors associated with growth in preschool teachers' self-efficacy beliefs during a longitudinal professional development study
Bidirectionality in preschool children’s executive functions and language skills: Is one developing skill the better predictor of the other
Linking Maternal Warmth and Responsiveness to Children's Self‐regulation
The present study demonstrated that a more differentiated view of positive parenting practices is necessary in the study of children's acquisition of self‐regulation. Here, the unique contributions of maternal warmth and responsiveness to distress to children's self‐regulation were tested in a sample of 102 German mothers and their kindergarten children (51 girls and 51 boys). Behavior regulation and internalization of rules of conduct were exami…
If-Then Planning Helps School-Aged Children to Ignore Attractive Distractions
Can children improve shielding an ongoing task from distractions by if-then planning (i.e., by forming implementation intentions)? In an experimental study, the situational and personal limits of action control by distraction-inhibiting implementation intentions ("If a distraction comes up, then I will ignore it!") were tested by comparing them to simple goal intentions ("I will ignore distractions!"). Goal intentions were sufficient to successfu…
Exploring Diurnal Cortisol Rhythms of Kindergarten Teachers in Kosovo and Ukraine
Teachers’ stress is a dynamic combination of the individual teacher's characteristics and characteristics of the classroom and school environment. To date, there are limited studies on teachers’ stress in the context of lower‐middle‐income countries ( LMIC s), where working conditions as well as general political and economic circumstances might pose a considerable threat for teachers’ well‐being. This study explores whether certain combinations …
Changes in subjective stress experiences and self-efficacy beliefs of preschool teachers in Germany: A longitudinal study during 12 months of the Covid-19 pandemic
Reading and spelling skills inGerman third graders: Examining the role of student and context characteristics
BackgroundEducational processes and outcomes are influenced by a multitude of factors, including individual and contextual characteristics. Recently, studies have demonstrated that student and context characteristics may produce unique and cumulative effects on educational outcomes.AimsThe study aimed to investigate (1) the relative contribution of student, classroom, and school characteristics to reading fluency and orthographic spelling, (2) th…
Intentions and Their Limits: Perspectives in Psychological Science
This paper discusses psychological approaches to intentions and to the limits of intentions and the biological foundations of intentions. Following a minimum common argument about what intentions are, psychological aspects of intentions are reviewed. We begin with a discussion of the developmental perspective on intentions. Then, the focus turns to the discussion of the limits of intentions, followed by the presentation of strategies that can hel…
The Impact of Self-Regulation on Preschool Mathematical Achievement
Linking Maternal Warmth and Responsiveness to Children's Self‐regulation
The present study demonstrated that a more differentiated view of positive parenting practices is necessary in the study of children's acquisition of self‐regulation. Here, the unique contributions of maternal warmth and responsiveness to distress to children's self‐regulation were tested in a sample of 102 German mothers and their kindergarten children (51 girls and 51 boys). Behavior regulation and internalization of rules of conduct were exami…
If-Then Planning Helps School-Aged Children to Ignore Attractive Distractions
Can children improve shielding an ongoing task from distractions by if-then planning (i.e., by forming implementation intentions)? In an experimental study, the situational and personal limits of action control by distraction-inhibiting implementation intentions ("If a distraction comes up, then I will ignore it!") were tested by comparing them to simple goal intentions ("I will ignore distractions!"). Goal intentions were sufficient to successfu…
Intentions and Their Limits: Perspectives in Psychological Science
This paper discusses psychological approaches to intentions and to the limits of intentions and the biological foundations of intentions. Following a minimum common argument about what intentions are, psychological aspects of intentions are reviewed. We begin with a discussion of the developmental perspective on intentions. Then, the focus turns to the discussion of the limits of intentions, followed by the presentation of strategies that can hel…
Behavioral self-regulation and relations to emergent academic skills among children in Germany and Iceland
The Impact of Self-Regulation on Preschool Mathematical Achievement
Early Behavioral Self-Regulation, Academic Achievement, and Gender: Longitudinal Findings From France, Germany, and Iceland
Research suggests that behavioral self-regulation skills are critical for early school success, but few studies have explored such links among young children in Europe. This study examined the contribution of early self-regulation to academic achievement gains among children in France, Germany, and Iceland. Gender differences in behavioral self-regulation skills were also explored. A total of 260 children were followed longitudinally over one to …
A typical morning in preschool: Observations of teacher–child interactions in German preschools
Reading and spelling skills inGerman third graders: Examining the role of student and context characteristics
BackgroundEducational processes and outcomes are influenced by a multitude of factors, including individual and contextual characteristics. Recently, studies have demonstrated that student and context characteristics may produce unique and cumulative effects on educational outcomes.AimsThe study aimed to investigate (1) the relative contribution of student, classroom, and school characteristics to reading fluency and orthographic spelling, (2) th…
Home literacy as cultural transmission: Parent preferences for shared reading in the United Arab Emirates
Bidirectionality in preschool children’s executive functions and language skills: Is one developing skill the better predictor of the other
Personal and contextual factors associated with growth in preschool teachers' self-efficacy beliefs during a longitudinal professional development study
Facilitators, teachers, observers, and play partners: Exploring how mothers describe their role in play activities across three communities
Exploring Diurnal Cortisol Rhythms of Kindergarten Teachers in Kosovo and Ukraine
Teachers’ stress is a dynamic combination of the individual teacher's characteristics and characteristics of the classroom and school environment. To date, there are limited studies on teachers’ stress in the context of lower‐middle‐income countries ( LMIC s), where working conditions as well as general political and economic circumstances might pose a considerable threat for teachers’ well‐being. This study explores whether certain combinations …
Relations between Kindergarten Teachers’ Occupational Well-being and the Quality of Teacher-child Interactions
Research Findings: The aim of this study was to examine associations between two aspects of teachers’ occupational well-being, i.e., teaching-related stress and work engagement, and the quality of teacher–child interactions in Finnish kindergarten classrooms. Participants were 47 kindergarten teachers with their classrooms of 6-year-old children. Teacher–child interactions (i.e., emotional support, classroom organization, and instructional suppor…
Directors' stress in day care centers: Related factors and coping strategies
Purpose This study aims to explore what causes stress to day care center directors and what their coping strategies are. In addition, the study examined the extent to which directors experience work-related stress and burnout, and the factors associated with their work-related stress, engagement and recovery from work. Design/methodology/approach A mixed method approach was used. Findings The results showed that the main sources of directors' str…
Patterns of dialogic teaching in kindergarten classrooms of Finland and the United Arab Emirates
Features of speech in German and US-American mother–toddler dyads during toy play and book-reading
Previous research indicates that features of speech during mother–toddler interactions are dependent on the situational context. In this study, we explored language samples of 69 mother–toddler dyads collected during standardized toy play and book-reading situations across two countries, Germany and the United States (US). The results showed that features of speech differed across situational contexts. However, situational differences were mostly…
Maternal book-sharing styles and goals and children’s verbal contributions in three communities
Reading for pleasure among Jordanian children: A community‐based reading intervention
Background We Love Reading (WLR) is a community‐based reading intervention aimed at cultivating an interest in reading for pleasure among children through mobilising local community members to establish informal libraries and organise read‐aloud sessions in public spaces. The programme targets primarily children between the ages 4–10 but is also open to older children. The present study investigated the effect of the WLR programme on children's p…
Investigating Bidirectional Links Between the Quality of Teacher–Child Relationships and Children’s Interest and Pre-Academic Skills in Literacy and Math
This study investigated bidirectional links between the quality of teacher–child relationships and children’s interest and pre-academic skills in literacy and math. Furthermore, differences in the patterns of bidirectionality between boys and girls were explored. Participants were 461 Finnish kindergarteners (6-year-olds) and their teachers (n = 48). Teachers reported their closeness and conflict with each child twice throughout the kindergarten …
Adrenocortical and psychosocial responses of families in Jordan to the Covid-19 pandemic
This study of 52 predominantly lower income Jordanian and Syrian families with young children (31 girls; Mage = 53.37 months, SD = 3.53) in Jordan began in 2019, before the pandemic. Families were followed to explore stress physiology, family functioning, and mental health over the first 9 months of the pandemic. Mothers reported less adaptive coping and more negative changes to family life in June 2020 when their children had poorer behavioral s…
Exploring types of educational classroom talk in early childhood education centres
Educational classroom talk is beneficial for children’s learning and communicative development (Alexander 2018); however, current research has focused predominantly on classroom talk starting at the primary school level. This study explored types of educational classroom talk between teachers and children as early as in early childhood education (ECE) in the United Arab Emirates. It also examined variations in the occurrence of different types of…
Covid-19 lockdowns and children’s health and well-being
The Quality of Teacher-child Interactions and Teachers’ Occupational well-being in Finnish Kindergartens: A Person-centered Approach
Research Findings: The aim of the present study was to identify profiles of kindergarten teachers based on the observed quality of interactions with the children in their classrooms and to explore possible differences between the profiles in terms of teachers’ occupational well-being and teacher and classroom characteristics. Participants were 54 Finnish kindergarten teachers whose interactions with children were observed with the Classroom Asses…
Granny and mama: Grandmothers’ and mothers’ interactions with toddlers during block play in urban China
Psychology (28 works) · Developmental psychology (22 works) · Early Childhood Education and Development (17 works) · Child Development and Digital Technology (9 works) · Medicine (9 works) · Child and Adolescent Psychosocial and Emotional Development (8 works) · Mathematics education (8 works) · Parental Involvement in Education (8 works) · Pedagogy (8 works) · Social Psychology (8 works)