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{
    "pk": 27962,
    "title": "Child-guided math practice: The role of regulatory emotional self-efficacy for children experiencing homelessness",
    "subtitle": null,
    "abstract": "A child’s perceived ability, over and above actual ability,matters for various behavioral outcomes, academic or personal.In the current paper, we looked at one type of self-efficacy:children’s perceived ability to regulate their own negativeemotions. Our question was whether regulatory emotional self-efficacy (RESE) affects math learning for children who arefaced with homelessness. The specific math enrichmentcentered on child-guided math practice: Children were given acommercially available app and encouraged to pick out theirown practice problems. Our thought was that RESE mightaffect children’s learning when they are given a chance todetermine their own math-practice path. The goal of the currentstudy was to establish this link empirically. The sampleincluded 5- to 12-year-olds who attended a summer programorganized for homeless children. Results confirmed ourhypothesis. Children who scored lowest on the RESE scales (N= 40) benefited less from the math practice than children whoscored highest (N = 46). Specifically, the improvement in mathwas correlated with number of practice sessions only for high-RESE children, not for low-RESE children. These resultssuggest that RESE is an important factor in learning math, tobe considered when developing student-centered pedagogy.",
    "language": "eng",
    "license": {
        "name": "",
        "short_name": "",
        "text": null,
        "url": ""
    },
    "keywords": [
        {
            "word": "learning; math competence; homelessness; summer camp"
        }
    ],
    "section": "Publication-based-Talks",
    "is_remote": true,
    "remote_url": "https://escholarship.org/uc/item/45t884jg",
    "frozenauthors": [
        {
            "first_name": "Macy",
            "middle_name": "D",
            "last_name": "Cartwright",
            "name_suffix": "",
            "institution": "University of Cincinnati",
            "department": ""
        },
        {
            "first_name": "Heidi",
            "middle_name": "",
            "last_name": "Kloos",
            "name_suffix": "",
            "institution": "U of Cincinnati",
            "department": ""
        },
        {
            "first_name": "Quintino",
            "middle_name": "R",
            "last_name": "Mano",
            "name_suffix": "",
            "institution": "U of Cincinnati",
            "department": ""
        },
        {
            "first_name": "Casey",
            "middle_name": "",
            "last_name": "Hord",
            "name_suffix": "",
            "institution": "U of Cincinnati",
            "department": ""
        }
    ],
    "date_submitted": null,
    "date_accepted": null,
    "date_published": "2018-01-01T18:00:00Z",
    "render_galley": null,
    "galleys": [
        {
            "label": "PDF",
            "type": "pdf",
            "path": "https://journalpub.escholarship.org/cognitivesciencesociety/article/27962/galley/17600/download/"
        }
    ]
}