Sonia White
Biographic Data
| ID | 6189149 |
|---|---|
| NAME | Sonia White |
| GIVEN NAMES | Sonia |
| FAMILY NAME | White |
| SIGNATURE | WHITE S |
| AFFILIATIONS | Australian Research Council |
| ORCID | 0000-0001-5828-5852 |
| VERIFIED | Yes |
| TOTAL WORKS | 10 |
| TOTAL CITATIONS | 23 |
| AUTHOR COUNT | 10 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2007 |
| LATEST PUBLICATION YEAR | 2026 |
| H-INDEX | 3 |
Facilitators and Barriers of Implementing evidence-based Programs Delivered by Teachers in Early Childhood Education
Evidenced-based programs designed for education settings often prove effective under research conditions, but are underexplored in real world contexts, revealing a research-to-practice gap. Understanding teachers’ implementation experiences, including facilitators and barriers, is crucial to inform the future scale-up of effective approaches. This study explored the implementation experiences of early childhood teachers ( n = 7) incorporating a r…
Effects of Persuasive App Design and Self‐Regulation on Young Children’s Digital Disengagement
Despite the vast array of app choices available to children and evidence of a high prevalence of persuasive design features (e.g., rewards, character pressure, and aesthetic manipulation) within these apps, little is known about how, and to what extent, these design elements influence children’s digital app play. The current study investigated the effects of app persuasive design and children’s self‐regulation, and their interaction, on children’…
A meta-analysis of self-regulation and digital recreation from birth to adolescence
There is good reason to implicate self-regulation in our digital recreation duration, choices, and behaviours. However, the direction, degree, and diversity of their association is unclear. To offer more robust and nuanced evidence to this issue of acute public concern, the current study presents a comprehensive meta-analysis of the associations between self-regulation and digital recreation from birth to adolescence – consolidating 183 studies r…
An exploratory evaluation of universal social-emotional learning programs delivered during elementary school to Australian students
Whole-school Social-Emotional Learning (SEL) programs demonstrate promise as an avenue for universally and equitably fostering student social and emotional wellbeing. This study used population data collected in 2015 to examine the association of Australian elementary (primary) school-based SEL programs with students' late middle childhood functioning (aged 11-12 years) on the five social-emotional competencies defined by the Collaborative for Ac…
Longitudinal associations between child, parenting, home and neighbourhood factors and children’s screen time through 4 to 7 years of age
Providing guidance to families about building healthy screen practices from an early age should focus on parenting consistency and management of screen time, as well as responsiveness to engage children in other activities. Home routines on screen use, when consistently managed, can provide young children with opportunities to learn to self-regulate their own screen use behaviours from an early age and build healthy screen time habits
Promoting effective transitions
BACKGROUND: The transition from primary to secondary school presents a challenging developmental milestone which often marks a decline in academic performance. Social-emotional skills are recognized as fundamental to academic success but longitudinal research is needed to determine the extent of their association over this transition period. AIM: This study sought to determine the association between self-reported social-emotional competencies of…
Do teachers know enough about the characteristics and educational impacts of Developmental Language Disorder (DLD) to successfully include students with DLD
Do teachers’ years of experience make a difference in the quality of teaching
Extensive reforms have been made to initial teacher education (ITE) to improve “teacher quality” without any evidence to support the claim that beginning teachers are less competent than experienced teachers. This study adds to the evidence base by investigating associations between teachers’ years of experience and teaching quality. Results show no evidence of lower teaching quality for beginning teachers (0–3 years’ experience), but some eviden…
Influence of Perceived Maternal Psychological Control on Academic Performance in Chinese Adolescents
Existing studies with East Asian samples have reported inconsistent findings on the association between parental psychological control and academic performance in children and adolescents. A moderation effect is present, when the magnitude or direction of the association between two variables significantly changes with another variable called a moderator. This study explored moderators for the association between maternal psychological control an…
The Link between Perfectionism and Overexcitabilities
This research explores perfectionism and Dabrowski’s overexcitabilities with a view to discovering the correlation if any, between these constructs. The literature review established there was no prior empirical research to establish such a link. A sample of 98 teenage student volunteers (71 gifted, 27 non-gifted) answered self-scoring questionnaires on perfectionism and overexcitabilities behaviours. There was a definite correlation between perf…
Do teachers’ years of experience make a difference in the quality of teaching
Extensive reforms have been made to initial teacher education (ITE) to improve “teacher quality” without any evidence to support the claim that beginning teachers are less competent than experienced teachers. This study adds to the evidence base by investigating associations between teachers’ years of experience and teaching quality. Results show no evidence of lower teaching quality for beginning teachers (0–3 years’ experience), but some eviden…
Do teachers know enough about the characteristics and educational impacts of Developmental Language Disorder (DLD) to successfully include students with DLD
Influence of Perceived Maternal Psychological Control on Academic Performance in Chinese Adolescents
Existing studies with East Asian samples have reported inconsistent findings on the association between parental psychological control and academic performance in children and adolescents. A moderation effect is present, when the magnitude or direction of the association between two variables significantly changes with another variable called a moderator. This study explored moderators for the association between maternal psychological control an…
The Link between Perfectionism and Overexcitabilities
This research explores perfectionism and Dabrowski’s overexcitabilities with a view to discovering the correlation if any, between these constructs. The literature review established there was no prior empirical research to establish such a link. A sample of 98 teenage student volunteers (71 gifted, 27 non-gifted) answered self-scoring questionnaires on perfectionism and overexcitabilities behaviours. There was a definite correlation between perf…
Influence of Perceived Maternal Psychological Control on Academic Performance in Chinese Adolescents
Existing studies with East Asian samples have reported inconsistent findings on the association between parental psychological control and academic performance in children and adolescents. A moderation effect is present, when the magnitude or direction of the association between two variables significantly changes with another variable called a moderator. This study explored moderators for the association between maternal psychological control an…
Do teachers’ years of experience make a difference in the quality of teaching
Extensive reforms have been made to initial teacher education (ITE) to improve “teacher quality” without any evidence to support the claim that beginning teachers are less competent than experienced teachers. This study adds to the evidence base by investigating associations between teachers’ years of experience and teaching quality. Results show no evidence of lower teaching quality for beginning teachers (0–3 years’ experience), but some eviden…
Do teachers know enough about the characteristics and educational impacts of Developmental Language Disorder (DLD) to successfully include students with DLD
Effects of Persuasive App Design and Self‐Regulation on Young Children’s Digital Disengagement
Despite the vast array of app choices available to children and evidence of a high prevalence of persuasive design features (e.g., rewards, character pressure, and aesthetic manipulation) within these apps, little is known about how, and to what extent, these design elements influence children’s digital app play. The current study investigated the effects of app persuasive design and children’s self‐regulation, and their interaction, on children’…
A meta-analysis of self-regulation and digital recreation from birth to adolescence
There is good reason to implicate self-regulation in our digital recreation duration, choices, and behaviours. However, the direction, degree, and diversity of their association is unclear. To offer more robust and nuanced evidence to this issue of acute public concern, the current study presents a comprehensive meta-analysis of the associations between self-regulation and digital recreation from birth to adolescence – consolidating 183 studies r…
An exploratory evaluation of universal social-emotional learning programs delivered during elementary school to Australian students
Whole-school Social-Emotional Learning (SEL) programs demonstrate promise as an avenue for universally and equitably fostering student social and emotional wellbeing. This study used population data collected in 2015 to examine the association of Australian elementary (primary) school-based SEL programs with students' late middle childhood functioning (aged 11-12 years) on the five social-emotional competencies defined by the Collaborative for Ac…
Longitudinal associations between child, parenting, home and neighbourhood factors and children’s screen time through 4 to 7 years of age
Providing guidance to families about building healthy screen practices from an early age should focus on parenting consistency and management of screen time, as well as responsiveness to engage children in other activities. Home routines on screen use, when consistently managed, can provide young children with opportunities to learn to self-regulate their own screen use behaviours from an early age and build healthy screen time habits
Promoting effective transitions
BACKGROUND: The transition from primary to secondary school presents a challenging developmental milestone which often marks a decline in academic performance. Social-emotional skills are recognized as fundamental to academic success but longitudinal research is needed to determine the extent of their association over this transition period. AIM: This study sought to determine the association between self-reported social-emotional competencies of…
Facilitators and Barriers of Implementing evidence-based Programs Delivered by Teachers in Early Childhood Education
Evidenced-based programs designed for education settings often prove effective under research conditions, but are underexplored in real world contexts, revealing a research-to-practice gap. Understanding teachers’ implementation experiences, including facilitators and barriers, is crucial to inform the future scale-up of effective approaches. This study explored the implementation experiences of early childhood teachers ( n = 7) incorporating a r…
Psychology (9 works) · Developmental psychology (6 works) · Social Psychology (5 works) · Early Childhood Education and Development (4 works) · Mathematics education (4 works) · Medicine (4 works) · Pedagogy (4 works) · Child Development and Digital Technology (3 works) · Educational and Psychological Assessments (3 works) · Impact of Technology on Adolescents (3 works)