Niamh Oeri
Biographic Data
| ID | 5759716 |
|---|---|
| NAME | Niamh Oeri |
| GIVEN NAMES | Niamh |
| FAMILY NAME | Oeri |
| SIGNATURE | OERI N |
| AFFILIATIONS | University of Bern |
| ORCID | 0000-0003-3685-8220 |
| VERIFIED | Yes |
| TOTAL WORKS | 6 |
| TOTAL CITATIONS | 0 |
| WORKS AS AUTHOR | 6 |
| WORKS AS EDITOR | 0 |
| FIRST PUBLICATION YEAR | 2023 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 0 |
The German version of the highly sensitive child scale
Individuals differ in their sensitivity to external stimuli. The Highly Sensitive Child (HSC) scale can be used to measure sensitivity in children and adolescents. However, the German version has yet to be validated. We examined the psychometric properties of the German self- and the parent report version of the HSC. Measurement invariance (MI) across age groups was tested for the parent report version and latent profile analysis (LPA) was used t…
Understanding temporal patterns of metacognitive monitoring and control in 5- to 6-year-olds
Efficient metacognition relies on a fine-tuned interplay between monitoring and control. However, these temporal dynamics between monitoring and control are still poorly understood, which limits our understanding of why some children succeed and other children struggle with metacognition. We assessed metacognitive monitoring, control, and off-task behavior in an unsolvable task in which participants built a wooden snake according to a plan. Parti…
Self-regulation patterns in kindergarten children
Early childhood self-regulation is foundational for academic, social, and emotional development. Although self-regulation domains are strongly intertwined, the majority of developmental research focuses on single-regulation domains, neglecting how multiple self-regulation domains jointly contribute to children's overall self-regulation. Person-centered approaches offer the possibility to identify self-regulation profiles, allowing for a more comp…
Linking persistence and executive functions with later academic achievement
Executive functions (EF) and task persistence are key factors in academic development. However, EF and persistence have rarely been examined together, and it remains unclear whether these two constructs are independently related to intellectual development. The present study addressed this gap by examining whether EF and persistence in kindergarten predict math and reading achievement in second grade. We assessed 88 children (51% female; mean age…
Persistence Development across the Transition to School
Research Findings: The goal of this longitudinal study was to examine persistence development during the transition to school. The sample consisted of N = 88 children from Caucasian, middle-class families (51% female). Participants were recruited through advertisement in public kindergartens and were tested twice, in kindergarten (mean age = 73.4 months) and second grade (mean age = 94.6 months). We computed latent profile analyses to examine dif…
Examining on-task regulation in school children
It is unknown how multiple components of on-task regulation of learning affect task performance in school children. This research aimed to acquire insights into the interrelations between children’s metacognitive monitoring, regulation of learning, and task performance. Three components of on-task regulation of learning were investigated: allocation of study time, restudy selections, and task persistence. Children learned concepts with their defi…
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Persistence Development across the Transition to School
Research Findings: The goal of this longitudinal study was to examine persistence development during the transition to school. The sample consisted of N = 88 children from Caucasian, middle-class families (51% female). Participants were recruited through advertisement in public kindergartens and were tested twice, in kindergarten (mean age = 73.4 months) and second grade (mean age = 94.6 months). We computed latent profile analyses to examine dif…
Examining on-task regulation in school children
It is unknown how multiple components of on-task regulation of learning affect task performance in school children. This research aimed to acquire insights into the interrelations between children’s metacognitive monitoring, regulation of learning, and task performance. Three components of on-task regulation of learning were investigated: allocation of study time, restudy selections, and task persistence. Children learned concepts with their defi…
Linking persistence and executive functions with later academic achievement
Executive functions (EF) and task persistence are key factors in academic development. However, EF and persistence have rarely been examined together, and it remains unclear whether these two constructs are independently related to intellectual development. The present study addressed this gap by examining whether EF and persistence in kindergarten predict math and reading achievement in second grade. We assessed 88 children (51% female; mean age…
Self-regulation patterns in kindergarten children
Early childhood self-regulation is foundational for academic, social, and emotional development. Although self-regulation domains are strongly intertwined, the majority of developmental research focuses on single-regulation domains, neglecting how multiple self-regulation domains jointly contribute to children's overall self-regulation. Person-centered approaches offer the possibility to identify self-regulation profiles, allowing for a more comp…
The German version of the highly sensitive child scale
Individuals differ in their sensitivity to external stimuli. The Highly Sensitive Child (HSC) scale can be used to measure sensitivity in children and adolescents. However, the German version has yet to be validated. We examined the psychometric properties of the German self- and the parent report version of the HSC. Measurement invariance (MI) across age groups was tested for the parent report version and latent profile analysis (LPA) was used t…
Understanding temporal patterns of metacognitive monitoring and control in 5- to 6-year-olds
Efficient metacognition relies on a fine-tuned interplay between monitoring and control. However, these temporal dynamics between monitoring and control are still poorly understood, which limits our understanding of why some children succeed and other children struggle with metacognition. We assessed metacognitive monitoring, control, and off-task behavior in an unsolvable task in which participants built a wooden snake according to a plan. Parti…
Developmental psychology (4 works) · Psychology (4 works) · Child and Adolescent Psychosocial and Emotional Development (3 works) · Cognition (3 works) · Early Childhood Education and Development (3 works) · Cognitive Abilities and Testing (2 works) · Latent class model (2 works) · Academic achievement (1 work) · Anxiety, Depression, Psychometrics, Treatment, Cognitive Processes (1 work) · Attachment and Relationship Dynamics (1 work)