1,765 results on '"PRIMARY SCHOOL STUDENTS"'
Search Results
2. A critical review of teaching and learning artificial intelligence (AI) literacy: Developing an intelligence-based AI literacy framework for primary school education
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Yue Yim, Iris Heung
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- 2024
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3. The development of a digital intelligence quotient scale: A new measuring instrument for primary school students in China
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Li, Jing, Ju, Soon-Yew, Zhu, Caixia, Yuan, Ying, Fu, Min, Kong, Lai-Kuan, and Li, Man
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- 2024
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4. What does well-being at school mean to primary school students? Children's understanding of basic psychological needs
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Klemp, Gesa, Urton, Karolina, Krull, Johanna, Bosch, Jannis, and Wilbert, Jürgen
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- 2025
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5. Corrected Myopia and Its Association with Mental Health Problems Among Rural Primary School Students in Northwest China.
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Ding, Yuxiu, Chen, Xiangzhe, Zhang, Lidong, Xue, Jing, Guan, Hongyu, and Shi, Yaojiang
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SCHOOL children , *MENTAL health of students , *MENTAL illness , *ASSOCIATION of ideas , *VISION testing , *TEST anxiety - Abstract
PurposeMethodsResultsConclusionsThe aim of this study was to evaluate the myopia correction and its association with mental health problems among rural primary school students in China.Using survey data from 17,950 students in 251 rural primary schools, this study examines the association between corrected myopia and mental health problems, as well as academic performance among rural students in China. Vision exams were offered to sample students, and student mental health status was measured using the Mental Health Test (MHT).The results show that 21.98% of sample students failed the vision screening for myopia. Over 65% of sample students showed some form of anxiety, with 56.86% experiencing learning anxiety and 18.71% experiencing body anxiety. The MHT score of myopic students was higher than that of students with normal vision, indicating that myopic students had worse mental health overall. Correcting myopia with eyeglasses was associated with better mental health, indicated by a lower MHT score (by 0.62 points) when controlling for covariates. Myopic students with high baseline academic performance who wore eyeglasses benefited especially from myopia correction, as they had a lower total MHT score (by 1.77 points) and lower body anxiety score (by 0.49 points,
p < 0.05) than their high-performing peers with uncorrected myopia.These findings suggest that future mental health prevention programs in rural China should focus on reducing the prevalence of myopia and providing eyeglasses to myopic students as potential interventions. [ABSTRACT FROM AUTHOR]- Published
- 2025
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6. Effects of Gender-Fair Language on the Cognitive Representation of Women in Stereotypically Masculine Occupations and Occupational Self-Efficacy Among Primary School Girls and Boys.
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Lenhart, Jan and Heckel, Franziska
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GENDER-neutral language , *GENDER stereotypes , *SCHOOL children , *GERMAN language , *MENTAL representation , *SELF-efficacy - Abstract
Based on the assumption that language influences thinking, the present study investigated the effect of gender-fair language in German, a grammatically gendered language among primary school children. Specifically, in a single-study experiment, we compared 218 German third and fourth graders on the effects of the generic masculine (e.g., der Polizist; English: the policeman) and gender-fair language in terms of the feminine and masculine form (e.g., die Polizistin/der Polizist; English: the policewoman/the policeman) on the cognitive representation of women in stereotypically masculine occupations and occupational self-efficacy. General self-efficacy was examined as a moderator variable, assumed to influence the effect of gender-fair language on occupational self-efficacy. The results indicate that the gender-fair form led to a higher cognitive representation of women in stereotypically masculine occupations for girls and increased girls' occupational self-efficacy for stereotypically masculine occupations. In contrast, the use of gender-fair language did not significantly influence boys' cognitive representation of women and their occupational self-efficacy. General self-efficacy did not affect the effect of gender-fair language on occupational self-efficacy. Thus, even as early as in primary school, gender-fair language could help attracting girls to stereotypically masculine occupations. [ABSTRACT FROM AUTHOR]
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- 2025
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7. Effectiveness of Immersive Learning in Enhancing Language Skills among Primary School Children.
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Ismail, Abdelrahim Fathy
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SCHOOL children , *LISTENING skills , *ORAL communication , *SPEECH , *BODY language - Abstract
This study aimed to explore the effectiveness of immersive learning in enhancing listening and speaking skills among fourth-grade primary school students. The study employed an experimental methodology with a quasiexperimental design based on one group of participants. The research sample included 40 students from a school in Al-Ahsa, Saudi Arabia. To achieve the study's objectives, an oral language skills test was prepared, focusing on both listening and speaking skills. Additionally, an immersive learning-based educational content was designed, consisting of 20 educational sessions for the participating students. The results indicated the effectiveness of immersive learning in improving listening skills such as auditory discrimination of words, extracting the main idea from auditory content, identifying sub-ideas, deriving the meaning of new vocabulary from context, recognizing the sequence of ideas, reordering events, and discriminating details in auditory content. Similarly, the speaking skills that improved included expressing ideas clearly and avoiding colloquial language, delivering a clear oral message, narrating stories using formal expressions, sharing personal experiences, organizing and maintaining continuity of ideas in speech, demonstrating expressive performance with body language, and observing proper speech speed and accuracy. Statistically significant differences were found at the 0.05 level in favor of the post-test of language skills. [ABSTRACT FROM AUTHOR]
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- 2025
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8. Improving the Reading Skills of Students with Mild Intellectual Disabilities through Repeated and Paired Reading Techniques.
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ŞAHİN, Ayfer and ÖZÇELİK, Fatma Cahide
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SCHOOL children ,PAIRED reading ,DISABILITIES ,READING ,INTELLECTUAL disabilities ,READING comprehension - Abstract
This study aims to analyze the effectiveness of fluent reading strategies, specifically "paired reading" and "repeated reading," on the development of reading skills of two students with mild intellectual disability. In the study, two fourth-grade students with mild intellectual disabilities participated in an intervention program aimed at improving their reading skills. Two 4th grade students, one girl and one boy, who attended the support education room as well as the regular classes of the primary school, were included in the intervention programme. The AB singlecase design was utilized, as this design is the most commonly used for detecting the effects of. The study employed purposeful sampling to select participants based on specific criteria. The criteria for inclusion in the study were having a mild intellectual disability, attending the support class, and experiencing difficulty in reading and comprehension. The processes lasted for 7 weeks, equating to 35 class hours. Data were collected through instruments such as the Error Analysis Inventory, video recordings, narrative, and informative texts, and reading comprehension achievement tests. The results revealed improvements in students' word definitions, reading speeds, reading skills, and comprehension levels. These results suggest that the study recommends employing paired and repeated reading strategies to enhance the reading and comprehension skills of students facing reading and learning difficulties. [ABSTRACT FROM AUTHOR]
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- 2025
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9. Effects of a self-regulated-based gamified interactive e-books on primary students' learning performance and affection in a flipped mathematics classroom.
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Chen, Chuang, Jamiat, Nurullizam, Abdul Rabu, Siti Nazleen, and Mao, Yongchun
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LEARNING ,SCHOOL children ,COGNITIVE psychology ,TEACHING methods ,FLIPPED classrooms - Abstract
Gamified interactive e-books can make the learning process more interactive, enjoyable, and personalized by incorporating game elements into the educational content, thus increasing student engagement and retention in the flipped classroom. However, scholars have pointed out that learning with game elements that may lead to poor learning outcomes. Therefore, this study proposes a self-regulated-based gamified interactive e-book (S-GIEB) to stimulate students to monitor their learning process in a flipped mathematics classroom with the expectation of improving their learning performance and affection. A total of 120 sixth grade students were divided into three groups: students who used self-regulation-based interactive e-book in a flipped mathematics classroom (S-GIEB group), students who learned with gamified interactive e-book in a flipped mathematics classroom (GIEB group), and those who learned with instructional videos in a traditional flipped classroom (TFC group). The findings revealed that incorporating self-regulated strategies in gamified interactive e-books can significantly enhance primary students' learning achievement, self-regulation abilities, learning motivation, and meta-cognition tendency. This suggests that such an approach not only fosters better academic performance but also cultivates important skills like self-regulation abilities and meta-cognition. The study underlines the potential of technology-enhanced learning tools to revolutionize traditional teaching methods, offering a blueprint for future educational innovations. Recommendations for the use of S-GIEB and for future research were also discussed. [ABSTRACT FROM AUTHOR]
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- 2024
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10. Effects of AR mathematical picture books on primary school students' geometric thinking, cognitive load and flow experience.
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Wu, Juan, Jiang, Huiting, Long, Lifei, and Zhang, Xueying
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SCHOOL children ,COGNITIVE load ,TEXTBOOKS ,PICTURE books ,AUGMENTED reality - Abstract
As an important branch of mathematics, geometry plays a very significant role in developing students' thinking, but many students need to improve their geometric thinking abilities, especially in understanding graphics and forms. Therefore, it is worthwhile to explore techniques and methods for developing students' geometric thinking, and Augmented Reality (AR) technology can visualize geometric objects to enhance mathematic learning. This study designed an interactive mathematical picture book by utilizing AR technology, and used a quasi-experimental setting to compare the effects of three different reading materials, including AR mathematical picture books, mathematical picture books and mathematical texts. Eighty-three fourth-grade students at an elementary school in China were divided into three groups to participate in the experiment. The effects on primary school students were measured in terms of geometric thinking level, cognitive load and flow experience. The quantitative findings indicated that after reading the AR mathematical picture book, students' geometric thinking levels 0–3 were significantly improved (p < 0.05). Moreover, compared with the other two groups, the students who finished reading the AR mathematical picture book scored significantly higher in geometric thinking and flow experience and significantly lower in cognitive load. Analysis of the semi-structured interviews showed that students enjoyed using AR mathematical picture books and felt that it resulted in a better flow experience and lower cognitive load. As a result, this research indicates that AR mathematical picture book has a significant role in increasing students' geometrical thinking, and provide a successful teaching case for the application of AR/VR in the classroom. [ABSTRACT FROM AUTHOR]
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- 2024
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11. Emotional Education as a Means of Developing Social Competence in Primary School Students in Wartime.
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Ishchenko, Yevhenii, Hubarieva, Daria, Soroka, Iryna, Usyk, Dmytro, and Chemonina, Lada
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SCHOOL children ,PSYCHOLOGICAL techniques ,PRE-tests & post-tests ,PRAXIS (Process) ,PEARSON correlation (Statistics) ,COMPUTERS in education ,EMOTIONAL intelligence - Abstract
Emotional education is key for primary school children, as it promotes their emotional development and successful socialization. Specialized mobile software, which are integrated into psychological and pedagogical support programmes for primary school students, can help in the development of children's emotional intelligence (EI). The aim of the research was to analyse the effectiveness of using two mobile applications (Emotional, and Bouncy the People Trainer). They were designed to stimulate the EI growth among children aged 6-9. The research methods included psychological methods from the EQ.app kids computer software, emotional education programmes developed on the basis of socio-emotional learning (SEL) methods, mathematical statistics methods (correlation analysis, Pearson correlation coefficient, Student's t-test). Analysis of the dynamics of EI indicators revealed significant differences between the experimental group (EG) and control group (CG) on pre-tests and post-tests. In the EG, a statistically significant improvement (p-value = 0.000) was observed in the indicators of emotional praxis by 8.57 points, in perceptual and language components by 10.63 points. This gives grounds to conclude that working in two mobile applications helped to develop children's EI. At the same time, the CG remained at their pre-test scores, showing no improvement. Research prospects include a deeper study of the impact of different methods of emotional education on the children's mental state and social skills, as well as an analysis of the long-term consequences of such programmes. It is important to study the integration of digital technologies in the process of emotional education, evaluate the effectiveness of various mobile applications, online platforms and other digital tools for the development of EI and social competence. [ABSTRACT FROM AUTHOR]
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- 2024
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12. Investigating the Effects of ICT-Based Interactive Foreign Language Teaching to Primary School Students.
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Assylzhanova, Danagul, Uzakbaeva, Sakhipzhamal, Rakhimbekova, Guldensin, and Ramashov, Nurmambek
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SCHOOL children ,STUDENT attitudes ,FOREIGN language education ,ACADEMIC achievement testing ,ELECTRONIC textbooks - Abstract
The integration of ICT in foreign language instruction at primary school level has emerged as a significant component of contemporary educational methodologies. This study aims to examine the impact of ICT-based interactive foreign language instruction on the academic performance and attitudes of fourth-grade students towards foreign language courses in Kazakhstan's primary schools. The study involved 66 students and utilized a control group pretest-posttest experimental design. The experimental group participated in foreign language lessons utilizing the interactive electronic textbook "English for Fun. Play & Learn" and the ICT-based Dyned Software Program for 12 weeks. The control group received foreign language instruction using the traditional teaching method for the same duration. The 'Foreign Language Academic Achievement Test' and the 'Scale of Attitude towards Foreign Language Lesson' served as instruments for data collection. The T-test method was employed to analyze the pre-test, post-test, and retention scores of students across the groups. The findings of the study revealed that students in the experimental group, who participated in ICT-based interactive foreign language education, exhibited superior academic performance and more favorable attitudes towards the foreign language course than those in the control group. [ABSTRACT FROM AUTHOR]
- Published
- 2024
13. Bridging generations: how primary school students and primary school prospective teachers view animals.
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Corbacho-Cuello, I., Núñez-Flores, A., Hernández-Barco, M. A., and Muñoz-Losa, A.
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ATTITUDES toward the environment , *PRIMARY school teachers , *WILDLIFE conservation , *SUSTAINABILITY , *ANIMAL behavior - Abstract
AbstractThis study explored and compared attitudes toward animals between primary school students and primary school prospective teachers, focusing on educational and cognitive influences. A cross-sectional survey of 100 primary school students and 102 primary school prospective teachers assessed animal behavior, animal attitudes, species conservation preferences, and general animal preferences. Data analysis revealed attitude similarities and differences. Primary school students often categorized animals as ‘good’ or ‘bad’, while prospective teachers displayed a more balanced understanding due to higher education. Both groups preferred killing non-appealing animals and showed a bias towards conservation of culturally positive animals. Regarding common fears, both groups showed similar inclinations, shaped by evolutionary and cultural factors. The results showed that, broadly, preferences and attitudes towards animals and animal conservation are already formed at the primary school stage, although some of these aspects seem to be modulated along students’ education process. Therefore, findings highlight the need for educational interventions promoting positive attitudes towards all animals, with balanced narratives and enhanced training for prospective teachers. This study contributes to the broader understanding of environmental and sustainability education by highlighting the importance of early and higher education in shaping animal conservation attitudes. [ABSTRACT FROM AUTHOR]
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- 2024
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14. Pathways from bullying victimisation to problematic media use in primary school students: do depression and teacher–child relationships matter?
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Zhang, Xiwu and Wu, Yixia
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SCHOOL children , *BULLYING , *PRIMARY schools - Abstract
Previous studies have shown that bullying victimisation is a significant risk factor for problematic media use. However, little is known about the underlying mechanisms involved in this link. This study aimed to examine the association between bullying victimisation and problematic media use among primary school students, as well as the mediating effect of depression and the moderating effect of teacher–student relationships on this association. A total of 341 participants (10.73 ± 0.68 years) from a Chinese primary school completed the structured questionnaire with respect to the study variables. The results showed that depression mediated the association between bullying victimisation and problematic media use and that teacher–student relationships moderated the second stage (depression to problematic media use) of the mediation model. The simple slope analysis indicated that the association between depression and problematic media use was not significant when the relationship between teachers and students was high (
bsimple = 0.03,t = 0.30,p > 0.05). As students perceived low levels of relationships with teachers, depression had a significant effect on problematic media use (bsimple = 0.32,t = 3.34,p < 0.01). These findings can provide empirical support for formulating problematic media use intervention measures based on the bullying victimisation experience as well as the important role of depression and teacher–child relationships. [ABSTRACT FROM AUTHOR]- Published
- 2024
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15. How parenting styles affect primary school students' subjective well-being? The mediating role of self-concept and emotional intelligence.
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Gao, Tiantian, Li, Baoqian, Liang, Shuxian, Zhou, Wanmeng, Zhu, Xinyi, Bai, Lu, and Li, Guoqiang
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SUBJECTIVE well-being (Psychology) ,MOTHERS ,PARENTAL overprotection ,SELF-perception ,PRIMARY schools - Abstract
Purpose: To explore the relationship between parenting styles and self-concept, emotional intelligence, and subjective well-being among primary school students. Methods: In total, 1,683 students from 10 primary schools in Hangzhou, China, were surveyed using a simple random sampling method. Participants completed the Parenting Style Scale, the Self-Concept Scale, the Emotional Intelligence Scale, and the Subjective Well-Being Scale. Results: (1) Father's and mother's emotional warmth was significantly positively correlated with students' subjective well-being (r = 0.513, p < 0.01 and r = 0.478, p < 0.01, respectively). Father's and mother's rejection was significantly negatively correlated with students' subjective well-being (r = −0.257, p < 0.01 and r = −0.285, p < 0.01, respectively). Father's overprotection was significantly negatively correlated with students' subjective well-being (r = −0.178, p < 0.01; r = −0.227, p < 0.01). (2) Self-concept and emotional intelligence acted as chain mediators between father's and mother's emotional warmth and students' subjective well-being (0.337, 0.477 and 0.366, 0.520, respectively). Self-concept and emotional intelligence acted as chain mediators between father's and mother's rejection and students' subjective well-being (−0.590, −0.377 and −0.693, −0.460, respectively). Self-concept chain-mediated between father's and mother's overprotection and students' subjective well-being (−0.380, −0.224 and −0.413, −0.264 respectively). Conclusion: Parenting styles can affect primary school student's subjective well-being both directly and through mediating effects. Self-concept and emotional intelligence partially mediate the impact of emotional warmth and rejection parenting styles, and fully mediate the impact of father's overprotective parenting on subjective well-being. [ABSTRACT FROM AUTHOR]
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- 2024
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16. Examination of students’ success in the use of artificial intelligence.
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Uaidullakyzy, Elmira, Oralbekova, Aliya Kurbanovna, Dosbenbetova, Anara Shaimahanovna, Yerubay, Baibekov, Nauryzbayev, Bauyrzhan Amangazyuly, and Turmanov, Rakhymzhan
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SCHOOL children , *PRIMARY school teachers , *ARTIFICIAL intelligence , *COMPUTERS , *PARENTS - Abstract
The purpose with this mixed-methods research was to examine students’ success in using artificial intelligence. The research sample consisted of 50 first-grade primary school students, 239 parents, and 25 primary school teachers studying in Almaty, Kazakhstan. A descriptive analysis technique was used to analyse the qualitative data. Findings are explained in themes. As a result of the research, it has been observed that parents’ attitudes towards their children’s use of technology were high. Most primary school teachers who participated in the research stated that students were interested in artificial intelligence, they supported the use of artificial intelligence technologies to some extent, and they found the students partially successful in this regard. Students participating in the research defined artificial intelligence as technology, computers that think like humans, smart machines, entertaining and educational computer content, robots that obey given commands, and technological devices that make life easier. Most students stated that they liked using artificial intelligence and that they found themselves somewhat successful in using artificial intelligence. [ABSTRACT FROM AUTHOR]
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- 2024
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17. Conceptions of primary school students and trainee teachers about seed germination.
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Carrasquer-Álvarez, Beatriz and Ponz-Miranda, Adrián
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SCHOOL children , *SEED size , *HISTORICAL literacy , *CLASSROOM activities , *TEACHER education - Abstract
Research into seed germination classroom activities has been common in the last few decades. Didactic proposals have generally focused on the implementation of guided activities in a specific educational stage and context, and an evaluation of the results. However, it is not evident that students approach seed and germination concepts with a reasoned argument. In light of this, comparative research using an inquiry approach was undertaken with 59 primary school students and 82 trainee teachers at an education faculty in Spain, over two academic years. The results showed that it is necessary to give greater relevance to experimental activities to produce reasoned argumentation of seed and germination concepts. Activities should focus on variables that differ from those typical of common or historical agricultural knowledge. Variables derived from genetic information (size of the seed, latency period) are significant and helpful. It is also considered essential to work on the meaning and proper use of scientific terms, such as living and inert matter, sun-light-heat, or plant germination and growth processes. The search for explanations and the development of justifications, for example relating the excess of water to a lack of oxygen for the seeds, is also essential. [ABSTRACT FROM AUTHOR]
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- 2024
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18. Persian version of the McHale co‐parenting scale: The evaluation of the psychometric properties.
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Kaviyani, Faezeh, Saadati, Hasan, and Bahreinian, Seyed Abdolmajid
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SCHOOL children , *CRONBACH'S alpha , *PSYCHOMETRICS , *TEST validity , *PARENTS - Abstract
Validation of the MacHale Co‐parenting Scale (1997) was examined in a sample of 192 Persian‐speaking parents who had children in primary school. Translation of this scale was performed using the forward–backward method. To assess reliability, internal consistency was used after translating the items into Persian. Face validity, content validity and structural validity were also applied to ensure tool validity. The results indicated that Ballit's sphericity test yielded a value of 1153.138 at a significance level of p < .05. Using varimax rotation, three factors (Family Integrity, Consistency and Conflict) were identified with eigenvalues greater than 1 and factor loadings higher than 0.5. The total factors explained 58.18 per cent of the variance in the data. Additionally, the Cronbach's alpha coefficient for the entire questionnaire was 0.84. The Persian version of the co‐parenting questionnaire has satisfactory psychometric properties with acceptable reliability and validity for measuring joint parenting among Iranian parents in terms of family integrity, consistency and conflict dimensions. [ABSTRACT FROM AUTHOR]
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- 2024
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19. When Technology Meets Anxiety:The Moderating Role of AI Usage in the Relationship Between Social Anxiety, Learning Adaptability, and Behavioral Problems Among Chinese Primary School Students
- Author
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Ma G, Tian S, Song Y, Chen Y, Shi H, and Li J
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social anxiety ,learning adaptability ,ai usage ,behavioral problems ,primary school students ,Psychology ,BF1-990 ,Industrial psychology ,HF5548.7-5548.85 - Abstract
GuangYuan Ma,1,* ShiQin Tian,1,* Yang Song,1 Yi Chen,1 Hui Shi,1 JingChi Li2 1School of Humanities and Management Science, Southwest Medical University, Luzhou, 646000, People’s Republic of China; 2Department of Orthopedics, the Affiliated Traditional Chinese Medicine Hospital of Southwest Medical University, Luzhou, People’s Republic of China*These authors contributed equally to this workCorrespondence: Yang Song; Yi Chen, Email fookyuen666@163.com; chenyiswmu@163.comObjective: This study aims to examine the relationships between social anxiety, learning adaptability, AI technology usage, and behavioral problems among primary school students, with a focus on the mediating role of learning adaptability and the moderating role of AI usage.Methods: A cross-sectional survey was conducted among 1240 primary school students aged 8– 15 in Luzhou, Sichuan Province. Social anxiety was measured using the Social Anxiety Scale for Children (SASC), learning adaptability was assessed with the Children’s Learning Adaptability Questionnaire (CSAQ), behavioral problems were evaluated using the Child Behavior Checklist (CBCL), and AI tool usage was gauged through a self-developed questionnaire. Data analysis involved correlation and multiple regression analyses using SPSS, with the moderated mediation effect analyzed through Process Model 59.Results: Social anxiety was found to significantly and positively predict behavioral problems, indicating that higher levels of social anxiety were associated with more behavioral problems. Learning adaptability partially mediated this relationship, suggesting that social anxiety not only directly impacts behavioral problems but also indirectly heightens the risk by reducing learning adaptability. Additionally, AI usage moderated the relationship between learning adaptability and behavioral problems, with a stronger effect of learning adaptability on behavioral problems observed at higher levels of AI usage. Specifically, the positive influence of learning adaptability on behavioral problems became more pronounced as AI usage increased, indicating that frequent AI use can amplify the impact of learning adaptability on behavioral outcomes.Conclusion: Social anxiety increases the risk of behavioral problems in primary school students by diminishing learning adaptability. AI technology plays a moderating role in the relationship between learning adaptability and behavioral problems, with its effects becoming more pronounced at higher levels of AI usage. This highlights the need for educators to focus on improving students’ learning adaptability, judiciously incorporate AI technology, and consider individual differences, particularly mental health, to foster comprehensive and healthy student development.Keywords: social anxiety, learning adaptability, AI usage, behavioral problems, primary school students
- Published
- 2025
20. Exploring musculoskeletal discomfort and school bag loads among Thai primary school students: a school-based cross-sectional survey
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Jittaporn Mongkonkansai, Udomsak Narkkul, Chadapa Rungruangbaiyok, and Chuchard Punsawad
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Musculoskeletal discomfort ,Primary school students ,School bags ,Medicine ,Science - Abstract
Abstract Musculoskeletal discomfort among children carrying school bags is an increasingly significant problem. This study sought to determine the prevalence and risk factors of musculoskeletal discomfort among Thai primary school students who carry excessively heavy school bags. We conducted cross-sectional descriptive research involving 489 primary school students (ages 7–12). We utilized the standardized Cornell Musculoskeletal Discomfort Questionnaire (CMDQ) to assess discomfort in various body regions. Measurements included student weight, school bag weight, and the angles of neck and trunk inclination. Logistic regression was used to analyze factors influencing musculoskeletal discomfort. The results showed that the majority of students had musculoskeletal discomfort (66.67%). The average relative weight of the school bags was 17.46 ± 6.02%. Significant risk factors for musculoskeletal discomfort included being female (AOR = 1.87, 95% CI = 1.12–3.10), being in grades 1–3 (AOR = 0.221, 95% CI = 0.05–0.91), carrying bags for more than 20 min per day (AOR = 28.87, 95% CI = 8.93–93.31), not storing books at school (AOR = 2.06, 95% CI = 1.07–3.95), and carrying a school bag weighing > 10% of the student’s body weight (AOR = 65.46, 95% CI = 14.73-290.93). Additionally, neck and trunk inclinations > 20 degrees were associated with increased discomfort (AOR = 3.25, 95% CI = 1.89–5.57; AOR = 3.26, 95% CI = 1.58–6.70). The prevalence of musculoskeletal discomfort was higher in Thai primary school students. Female, Grades 1–3, carrying bags exceeding 20 min/day, carrying a school bag weighing > 10% of the student’s body weight, and neck and trunk inclinations > 20 degrees were predictor variables for musculoskeletal discomfort. Thus, collaborative efforts from educational institutions, educators, parents, and students are essential in addressing this issue.
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- 2024
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21. Hong Kong students’ motivational beliefs and emotions in collaborative learning in ESL classrooms: influences of actual and self-perceived English proficiency.
- Author
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Bai, Barry, Zang, Xuan, and Guo, Wenjuan
- Abstract
Although the benefits of collaborative learning across disciplines are well-established, its effectiveness hinges on the quality of execution. Motivational beliefs and emotions are crucial in students' engagement and achievement. Yet, a notable gap exists in examining these variables among students with varying proficiency levels in the context of collaborative learning. To address the gap, the present study investigated 289 fourth- and fifth-grade Hong Kong primary students’ motivational beliefs and emotions in ESL collaborative learning and explored the variation across students’ actual and self-perceived English proficiency. The findings revealed an overall high level of motivational beliefs alongside a medium level of anxiety. Structural equation modelling analyses indicated that self-perceived proficiency positively influenced students' motivational beliefs, whereas actual proficiency did not make a unique contribution. Both self-perceived and actual proficiency, as well as their interaction, reduced anxiety. Actual proficiency had a stronger negative impact on anxiety when self-perceived proficiency was high, and the influence of self-perceived proficiency was significant only when actual proficiency was high. Practical implications are discussed. [ABSTRACT FROM AUTHOR]
- Published
- 2025
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22. Relationship Between Growth Mindset and Self-Control Amongst Chinese Primary School Students: A Longitudinal Study
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Yuan RM, Peng WY, and Jiang J
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primary school students ,growth mindset ,self-control ,longitudinal study ,cross-lagged analysis ,Psychology ,BF1-990 ,Industrial psychology ,HF5548.7-5548.85 - Abstract
Rong-Man Yuan,1,2 Wen-Ya Peng,1 Jiang Jiang1 1Beijing Key Laboratory of Applied Experimental Psychology, National Demonstration Center for Experimental Psychology Education (Beijing Normal University), Faculty of Psychology, Beijing Normal University, Beijing, People’s Republic of China; 2Mental Health Center, Beijing Youth Politics College, Beijing, People’s Republic of ChinaCorrespondence: Jiang Jiang, Email jjiang@bnu.edu.cnPurpose: Growth mindset and self-control, both recognized as pivotal qualities with significant impacts on personal success, possess respective robust predictive power for academic achievement and broader life outcomes. However, the bidirectional relationship between them remains largely unexplored. This study aims to investigate whether growth mindset, conceptualized as the belief that abilities can be developed through effort and support, prospectively predicts the development of self-control over time. Additionally, it endeavors to explore whether self-control, a crucial positive psychological trait, exerts an influence on the fostering of growth mindset. In summary, our research focuses on elucidating the bidirectional relationship between growth mindset and self-control among Chinese primary school students.Participants and Methods: The current research recruited a sample of 428 primary school students, aged 9– 12, from China (214 females, mean age = 9.64 ± 1.21) to participate in a longitudinal study. Participants underwent two follow-up assessments of growth mindset and self-control over a six-month period.Results: The correlation analysis revealed significant associations between growth mindset at T1 and self-control at T2, as well as between self-control at T1 and growth mindset at T2(r = 0.23 to 0.25, ps < 0.01). Cross-lagged analysis found that growth mindset at T1 positively predicted self-control at T2 (β = 0.11, p = 0.04), while self-control at T1 did not significantly predict growth mindset at T2.Conclusion: The results suggest that growth mindset exerts a direct impact on self-control among primary school students. This finding extends the scope of research concerning growth mindset and provides important theoretical inspiration and practical guidance for educators, parents and counselling professionals in assisting students to enhance self-control.Keywords: primary school students, growth mindset, self-control, longitudinal study, cross-lagged analysis
- Published
- 2024
23. Primary School 4th Grade Students’ Attitudes Toward Socioscientific Issues and Question Asking: Philosophy for Children
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Ergun Yurtbakan and Onur Batmaz
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philosophy for children ,primary school students ,question-asking attitude ,socioscientific ,Theory and practice of education ,LB5-3640 ,Science - Abstract
In this study, the effect of philosophy for children on primary school 4th-grade students’ attitudes toward socioscientific issues (SSIs) and asking questions will be examined. Aquasi-experimental design will be used in the study. In the study, 48 (experimental group [EG]: 24, control group [CG]: 24) primary school 4th-grade students studying in a primary school in the Derince district of Kocaeli province were included in the study with convenient case sampling. The data in the study were collected with the “Question Asking Attitude Scale” and “Children’s Attitudes Toward Socioscientific Issues Scale.” The post-test scores of the experimental and CG students’ attitudes toward SSIs and asking questions were analyzed by the Mann–Whitney U test and the change between the pre- and post-test scores of the students in the experimental and CG s was analyzed by the Wilcoxon signed-rank test. As a result of the analyzes, it was revealed that although both the philosophy for children intervention (EG) and the traditional reading intervention (CG) increased the primary school 4th-grade students’ attitudes toward SSIs and asking questions, it was not at a statistically significant level. However, students in the EG discussing SSIs through the philosophy for children application significantly increased their awareness of SSIs and asking questions compared to the students in the CG.
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- 2024
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24. On the right track: decoding self-regulated learning in young students' log data with the digital train track task.
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van Berk, Bernadette, Kroehne, Ulf, and Dignath, Charlotte
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SCHOOL children ,SELF-regulated learning ,FINITE state machines ,CONTROL (Psychology) ,DATA logging ,METACOGNITION - Abstract
Assessing self-regulated learning (SRL)--the interplay between monitoring and control behavior--remains challenging, particularly in young learners. The unobtrusive assessment with log data to investigate SRL offers a promising method to deepen the understanding of the SRL process of young students. Despite the significant potential of log data to enhance the measurement of SRL, recent research encounters new challenges of operationalization, transparency, generalizability, validity, and reproducibility. This study introduces an innovative instrument, the digital train track task (TTT), for assessing SRL with log data in young learners, focusing on monitoring and controlling behavior. Log data of 85 primary school students (second to fifth grades, aged 7-13 years) performing one simple and one complex TTT were analyzed. As a novel method, finite state machines (FSM) were applied to extract SRL-related actions and states from the log data. To evaluate and explore the potential of the digital TTT, monitoring, and control behavior during simple and complex tasks were compared, employing frequency-based statistical analysis and transition graphs. Additionally, the log data were multimethodically linked with think-aloud data. The results revealed differences in monitoring and control behavior during the simple and the complex tasks regarding frequency, duration, and transitions between the SRL-related states. Extracted SRL-related states from log data and corresponding think-aloud data showed significant correlations. Adding to the growing body of log data research, this study offers an innovative task to validly assess the metacognitive self-regulation processes of young learners during problem-solving. The transparent, theory-based operationalization of SRL in this study, taking into account recent demands for SRL log data research, allows better reproducibility and transfer and adds to the generalizability of findings from SRL log data research. [ABSTRACT FROM AUTHOR]
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- 2024
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25. Parents' expectation, self-expectation, and test anxiety among primary school students in China: a moderated mediation model.
- Author
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Li, Tiantian and Wang, Juanjuan
- Subjects
PARENTAL influences ,TEST anxiety ,PARENTS ,GENDER ,SELF-evaluation - Abstract
This study aimed to explore the influence of parents' expectation on primary school students' test anxiety, the mediating role of primary school students' self-expectation and the moderating role of gender. 571 primary school students in Jinan City completed The Parents' Expectation Scale, Test Anxiety Self-Report Scale, and Self-Expectation Questionnaire. The results showed that (1) there were significant correlations among parents' expectation, test anxiety, self-expectation, respectively; (2) self-expectation played a mediating role in the relationship between parents' expectation and test anxiety; (3) gender moderated the first half of the mediation process. This study revealed the influence mechanism of parents' expectation and self-expectations on test anxiety, which provided new ideas for preventing and intervening in primary school students' test anxiety. [ABSTRACT FROM AUTHOR]
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- 2024
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- View/download PDF
26. Scenario-based teaching process in the life science course based on socioscientific issues.
- Author
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Öztürk, Sema and Karakaş, Hamdi
- Subjects
SCHOOL children ,LIFE sciences ,LEARNING ,ACADEMIC achievement ,CONDUCT of life - Abstract
Copyright of Turkish Journal of Education is the property of Mehmet Tekerek and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
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- 2024
- Full Text
- View/download PDF
27. Behavior Modification's Impact on Preventing Iron-Deficiency Anemia among Elementary School Students in Mueang Yasothon District, Yasothon Province, Thailand.
- Author
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Wongrat, J. and Butsorn, A.
- Subjects
- *
IRON deficiency anemia , *SCHOOL children , *BEHAVIOR modification , *SOCIAL support , *STATISTICAL software - Abstract
The purpose of this quasi-experimental research was to study the outcomes of a behavior modification program aimed at preventing iron deficiency anemia among primary school students in schools under the jurisdiction of Yasothon Municipality. The sample group consisted of two groups of 50 participants each, comprising an experimental group that received the program and a comparison group that underwent the standard program. Data were collected from both groups twice, before and after the intervention, between October 1, 2023, and February 29, 2024. The data were analyzed using statistical software, with a significance level set at 0.05. The independent t-test was employed to compare mean values between the two independent groups, and the paired t-test was utilized to assess mean differences within the groups. The results indicated that the hemoglobin concentration, knowledge of anemia, attitude towards anemia prevention, participation in anemia prevention, social support for anemia prevention, and iron-deficiency anemia prevention behavior of elementary school students in the intervention group were significantly higher than those in the comparison group at the 0.05 significance level. Therefore, the intervention program on iron-deficiency anemia prevention behavior in elementary school students was deemed effective according to the objectives set. [ABSTRACT FROM AUTHOR]
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- 2024
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28. Sixth graders evaluating online texts: self-efficacy beliefs predict confirming but not questioning the credibility.
- Author
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Anttonen, Riikka, Räikkönen, Eija, Kiili, Kristian, and Kiili, Carita
- Subjects
- *
SELF-efficacy in students , *TRUTHFULNESS & falsehood , *ELECTRONIC information resources , *COMPUTER literacy , *SIXTH grade (Education) , *SCHOOL children - Abstract
This study investigated how sixth graders' credibility evaluation self-efficacy was associated with their ability to evaluate the credibility of online texts. Students (N = 265, Mage = 12.45) worked in a web-based environment, where they read and evaluated two more credible texts and two less credible texts that required confirming and questioning the texts' credibility, respectively. Students were asked to evaluate the author's expertise, the author's benevolence, and the quality of evidence in each text. They were also asked to assess their credibility evaluation self-efficacy during the task. The structural equation model indicated that students' self-efficacy was positively associated with their ability to confirm the more credible texts but not with their ability to question the less credible texts. The instructional implications of this study are discussed. [ABSTRACT FROM AUTHOR]
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- 2024
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29. The Social Cognitive Context of Teaching in Public Sector Primary Schools of Punjab.
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Tahzeeb, Nokhaiz, Raza, Ahmad, and Raza, Muhammad Omer
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PRIMARY schools ,OBSERVATIONAL learning ,SOCIAL development ,EDUCATIONAL outcomes ,URBAN education - Abstract
The aim of this research is to examine the application of social and cognitive approach in the teaching practices in public primary schools of Punjab. The social cognitive structure, established by Bandura, prioritizes the role of observational learning, in which kids pick up new behaviors and abilities by observing teachers and peers. The study emphasizes incorporation of modern instructional strategies to promote social, cognitive and emotional growth of kids. The setting is an urban district, Mandi Bahauddin, located in Punjab. Fifteen teachers from primary schools participated in semi-structured interviews to provide data for this qualitative study. The phenomenological approach has been used to examine the perceptions and experiences of primary school teachers regarding social and cognitive context of teaching.The research data is coded, evaluated, and compared with the concepts from the literature review and interview findings. The findings of this study show that teachers believe internal elements like motivation, attention, retention, and replication as well as observational learning have an impact on children's social and cognitive development. These learning aspects can be enhanced by incorporating modern tools and resources into teaching strategies. The study also recommends the need for regular updates in teacher training, curriculum and infrastructure for the improvement of educational outcomes in Punjab’s public primary schools. [ABSTRACT FROM AUTHOR]
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- 2024
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30. Protective and risk factors at school level during the COVID‐19 pandemic: Perspective of primary school students with LD and ADHD from Croatia, Slovenia and Serbia.
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Janković, Dragan, Cvitković, Daniela, and Babuder, Milena Košak
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SCHOOLS ,COVID-19 pandemic ,PRIMARY schools ,ATTENTION-deficit hyperactivity disorder - Abstract
The COVID‐19 pandemic and its effect on the world led to major changes in educational practices worldwide and presented many challenges for students from vulnerable groups. In this study, we examined protective and risk factors related to schooling from the perspective of students with learning disabilities (LD) and/or attention‐deficit/hyperactivity disorder (ADHD) during the pandemic in three European countries. Data were collected through semi‐structured interviews with 53 primary school students and analysed using qualitative content analysis. The results showed that additional individualised educational support from the school was the most common protective factor, followed by the availability of synchronous teaching. On the other hand, lack of individualisation and additional educational support, and shortcomings in teaching strategies during distance education, were the most common risk factors. These findings lead to the conclusion that school professionals need additional training on academic accommodations for LD and/or ADHD students and how to provide them under the conditions of distance and hybrid education. [ABSTRACT FROM AUTHOR]
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- 2024
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31. Sustainable Thinking Development in Religious Education (RE) as a Part of Primary School Socially Oriented Learning as Teachers' Professional Development Potential in Stockholm.
- Author
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Chorna, Viktoriia
- Abstract
This article analyzes the organizational way to form sustainable thinking in socially oriented studies for teachers and students using the experience of Stockholms stads utbildningsförvaltning (Stockholm Education Administration). Deep studies of thematical publications, the curriculum, and websites for teachers were used as a pedagogical method. The article's main goal is to find out what help teachers are given to make socially oriented lessons more sustainable. [ABSTRACT FROM AUTHOR]
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- 2024
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32. Prevalence and repercussions of stress and mental health issues on primary and middle school students: a bibliometric analysis.
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Sood, Ajay, Sharma, Deepti, Sharma, Manish, and Dey, Rajiv
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SCHOOL children ,MIDDLE school students ,BIBLIOMETRICS ,MATH anxiety ,TEST anxiety ,CYBERBULLYING - Abstract
Objective: This study analyzes the presence and reverberations of stress, anxiety, and other mental health issues on primary and middle school students using bibliometric analysis. The aim of this study is to map the research landscape by statistically analyzing existing literature and identifying key themes, trends, and research hotspots in the domain of stress in students. This study also presents analysis related to top contributing countries, journals, authors, citations, and collaboration networks. Method: A total of 1,335 publications from 1962 to 10 September 2023 were included in this study using the Web of Science, PubMed, and Scopus databases. The steps involved in the bibliometric study included data collection, cleaning, and various analyses such as performance analysis, citation analysis, and network analysis. Biblioshiny by RStudio and Microsoft Excel were used for bibliometric analysis to determine the collaboration between countries and authors and to explore keyword analysis and thematic evolution. Results: The findings show that China and USA have contributed the highest number of publications. Frontiers in Psychology with 50 publications turns out to be the most prominent journal. The study presents the thematic evolution and the trend topics in this research domain. Some of the trend topics are stress, test anxiety, bullying, depression, cyberbullying, virtual reality, mathematics anxiety, childhood maltreatment and self-compassion, primary school, and middle school. The paper also highlights the prominent authors and their collaboration network. Discussion: The study has highlighted the various reasons for stress and its potential repercussions on students. This information can be used to help parents, teachers, and the school administration to spot the most susceptible group of students who need immediate intervention to address various mental health issues. We see a gradual progress in the research areas being covered under this domain. More relevant areas of concern related to stress are being explored with time. With the technological advancement and the vast unmonitored internet usage (especially for primary and middle school students), the stress caused by cyberbullying and peer victimization has also become an important topic of research in later years. [ABSTRACT FROM AUTHOR]
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- 2024
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33. Task aversiveness and outcome value mediate the relationship between self-control and academic procrastination among primary school students.
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Li, Yuhua, Liu, Chunyan, Huo, Zhenzhen, Zhang, Libin, Han, Jingya, Li, Quan, and Feng, Tingyong
- Subjects
- *
SCHOOL children , *PROCRASTINATION , *STRUCTURAL equation modeling , *EMOTIONAL experience , *PRIMARY schools , *ACADEMIC achievement - Abstract
Student academic procrastination has been established as a strong predictor of several unfavorable consequences such as poor academic performance, low academic self-efficacy, and negative emotional experience. Increasing knowledge on what variables affect academic procrastination can assist nurturers and educators in minimizing student academic procrastination in the primary school setting. Based on the temporal decision model, this study examined the link between self-control and academic procrastination via the mediational role of task aversiveness and outcome value. The model was tested using structural equation modeling and cross-sectional data from 3028 primary school students (50.8% boys) in grades 3–6. The results showed a positive association between the impulse system and academic procrastination, and a negative association between the control system and academic procrastination among primary school students. Moreover, both task aversiveness and outcome value were found to mediate the link between self-control and academic procrastination among primary school students. These findings suggest that encouraging and guiding students to think more about the positive outcome and less about the negative engagement of tasks may be an effective strategy to reduce their academic procrastination. [ABSTRACT FROM AUTHOR]
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- 2024
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34. Efficacy of a sexual development education programme for the mothers of primary school students in Türkiye.
- Author
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Kayabaşı, Ebru and Sarı, Tuğba
- Subjects
- *
SEX education , *EXPERIMENTAL groups , *EXPERIMENTAL design , *CONTROL groups , *MOTHERS - Abstract
This study aimed to assess the effectiveness of a sexual development education programme designed for the mothers of primary school pupils in Türkiye. The programme’s impact on participants’ perceptions of sex education was evaluated using a 2 × 2 experimental design. Thirty participants, all mothers of primary school students, were assigned to either the experimental or control group. Data collection tools included a Personal Information Form, an Opinion Questionnaire on Sex Education, and the Sex Education Programme Knowledge Test (SEPKT). The experimental group participated in an 8-week Sexual Development Education Programme. Pre-test analysis revealed no significant differences between the experimental and control groups; however, post-test analysis indicated a significant improvement in SEPKT scores for the experimental group compared to the control group. Post-test results also showed that participating mothers held more positive views about sexual development education compared to their pre-programme perspectives. This research contributes to understanding the impact of targeted interventions in sex and sexuality education. The findings underscore the importance of providing comprehensive sex education programmes with targeted interventions for parents in Türkiye, which can positively influence their ability to communicate and provide appropriate education to their children. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
35. A bibliometric analysis of anxiety and depression among primary school students.
- Author
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Jian Nan Fu, Wen Bing Yu, Shuo Qi Li, and Wen Ze Sun
- Subjects
SCHOOL children ,MATH anxiety ,BIBLIOMETRICS ,CITATION analysis ,SUICIDAL ideation - Abstract
Background: Rising anxiety and depression in primary school students adversely affect their development and academics, burdening families and schools. This trend necessitates urgent, focused research within this young demographic. This alarming trend calls for a systematic bibliometric analysis to develop effective preventative and remedial strategies Objectives: This study aims to identify and analyze the prevailing research hotspots and emerging trends concerning anxiety and depression in primary school students, thereby furnishing a foundational reference for future academic endeavors in this area. Methods: This study uses the Web of Science (WOS) Core Collection database as the data source, focusing on literature published between 2013 and 2023 concerning anxiety and depression in primary school students. An initial search identified 1852 articles, which were then manually screened to exclude duplicates, conferences, announcements, and unrelated literature, resulting in 1791 relevant articles. The analysis, executed on December 31, 2023, employed CiteSpace and Vosviewer tools to assess various bibliometric indicators including authorship, country, institutional affiliations, publication trends, keyword frequency, and citation analysis. Results: The analysis revealed a corpus of 1,791 English-language articles, with a discernible upward trend in publications over the decade. The USA and China were the leading countries in this field, with 482and 272 papers, respectively. The research predominantly addresses the etiological factors of anxiety and depression, various intervention strategies, and the comorbidities associated with these conditions in the target population. Key research focuses have been identified in areas such as suicidal thoughts, bullying in schools, the impact of COVID-19, mindfulness interventions, and anxiety related to mathematics. Future research is projected to increasingly focus on the effects of mathematics anxiety on the psychological and behavioral outcomes in students. Conclusion: This study provides a critical visual and analytical overview of the key research areas and trends in the field of anxiety and depression among primary school students. It underscores the necessity of concentrating on the underlying causes and potential interventions. Such focused research is imperative for mitigating the mental health challenges faced by young students and enhancing their educational and developmental outcomes. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
36. Differences in interaction strategy use between L1 and L2 group discussions of primary school students.
- Author
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Zhu, Xinhua, Zhao, Pengfei, Sun, Yiwen, Huang, Shuming, Cheong, Choo Mui, and Liao, Xian
- Subjects
- *
SCHOOL children , *CANTONESE dialects , *TASK performance , *SOCIAL interaction , *LEARNING strategies - Abstract
Students’ development of multilingual competence has attracted increasing attention from language researchers and educators. However, research on students’ interaction strategy use in group discussions across different language settings remains scarce. In this study, therefore, we examined interaction strategy use in Cantonese as a first language (L1) and Putonghua as a second language (L2) during group discussion tasks among 42 primary school students in Hong Kong. We also investigated the effects of interaction strategy use on performance in respective tasks. We discovered that students employed significantly more interaction strategies in L1 than in L2, with a higher contribution to L1 task performance. Specifically, three of the five strategies identified—Strategy 2 (S2)
asking for opinions , S3expressing attitude , and S5non‐verbal language —were employed more frequently in L1 than in L2. Furthermore, we found that strategy use had various effects on oral performance between the two languages. In the L1 task, S1expressing actively , S3expressing attitude , and S4giving clarification significantly predicted students’ group discussion performance, whereas this effect was only observed in S1expressing actively in the L2 task. Pedagogical implications for primary students’ learning of interaction strategies for group discussions in both L1 and L2 are discussed. [ABSTRACT FROM AUTHOR]- Published
- 2024
- Full Text
- View/download PDF
37. The level of predictability of past reading attainment and self-perception and behavioural measures on children's reading achievement.
- Author
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Hay, Ian and Stevenson, Yvonne M.
- Subjects
- *
SCHOOL children , *CONTROL (Psychology) , *TEACHER evaluation , *PSYCHOMETRICS , *REGRESSION analysis , *READING comprehension - Abstract
This longitudinal study used regression path models to predict the influence on students' reading comprehension ability of three self-perception variables (reading self-concept; reading/English effort; academic self-handicapping); three teacher rating behaviour variables (attentive behaviour; sociable behaviour; and settled behaviour) and past reading comprehension. As part of the study, a 12-item reading/English effort scale was developed, and its psychometrics characteristics reported (N = 254) The participants were Australian primary school students, followed from Years 3 and 4 to Years 5 and 6 (n = 127). The first path model identified that attending behaviours, low levels of self-handicapping, and reading self-concept were the main predictors of reading achievement. Reading achievement was reassessed two years on, with this path model including past reading attainment. In this model past reading achievement and self-handicapping predicted reading achievement. This research reiterates: the relevance of social-emotional and cognitive variables in education; the need to teach reading across the school years; and the need to enhance students' sense of control and certainty over their learning. [ABSTRACT FROM AUTHOR]
- Published
- 2024
- Full Text
- View/download PDF
38. Digital Game Habits of Primary School Students: A Cross-Country Comparison.
- Author
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YILMAZ, Zeynep Betül, BAĞ, Hasan, and YANGIN, Selami
- Subjects
SCHOOL children ,EDUCATIONAL games ,TURKS ,CHILD development ,QUALITATIVE research ,HABIT - Abstract
Copyright of Journal of Education, Theory & Practical Research (JETPR) / Eğitim Kuram ve Uygulama Araştırmaları Dergisi (EKUAD) is the property of Journal of Education, Theory & Practical Research (JETPR) / Egitim Kuram ve Uygulama Arastirmalari ) and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2024
- Full Text
- View/download PDF
39. Exploring Media Literacy Formation at the Intersection of Family, School, and Peers
- Author
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Nika Šušterič, Katja Koren Ošljak, and Veronika Tašner
- Subjects
digital capital ,media education ,media literacy ,media practices ,primary school students ,secondary school students ,Communication. Mass media ,P87-96 - Abstract
Today, media literacy and digital skills are essential for personal communication and social interaction. Children and adolescents need these skills to act autonomously in highly digitised social contexts. These skills are acquired in different social spaces, most frequently and primarily at home, followed by peer groups, school, and extracurricular activities. The present study aims to conceptually situate media literacy within a broader network of social power relations. It is therefore grounded in an academic theoretical framework that constructs media literacy as a form of digital cultural capital. As such, media literacy also contains the principles of media preferences and choices that condition the media choices of young people. This draws our attention to the social contexts in which media literacy and digital skills of children and teenagers are formed: within the family, school, and peers. With a selective thematic analysis of qualitative interviews with 67 primary and secondary school students (12–19 years), the empirical research is focused on different contextual incentives and regulations related to the formation of students’ media literacy, primarily in relation to digital media. First, we examine parenting practices that frame home access to media and media practices within families. Then, we explore the characteristics of formal media education within schools, which seems limited to teaching with/through media. Finally, we identify peer networks as important promoters of both digital capital and elements of advanced media practices and skills, compared to the media literacy encouraged within families and schools.
- Published
- 2025
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40. The Role of New Technologies in Enhancing Primary School Students’ Language Skills
- Author
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Polok Krzysztof, Małgorzata Przybysz-Zaremba, and Natalia Szweda
- Subjects
new technologies ,teaching and learning EFL ,primary school students ,language skills ,Education - Abstract
Research objective and problems: The utilization of modern technologies into various forms for primary English language teaching and learning has progressively become standard practice worldwide, largely because the new generation of students has grown up in a digital era. It is undeniably true that technology continues to play a significant role in contemporary society. In today’s globalized world the English language holds a dominant position influencing nearly every aspect of human life, including education, politics, trade, communication and science. Consequently, the importance of teaching English as a foreign language (EFL) in schools has increased around the world. For 21st century learners, new technologies are second nature, as children interact with them from early age. Therefore, teaching methods and techniques must be adapted to meet the actual needs of today’s learners. Research methods: The study employed a quasi-experimental research design, which involves manipulating an independent variable, without randomly assigning participants to conditions or orders of conditions. Structure of the article: The article begins with an introduction followed by a detailed description of the research methods and findings. It concludes with a discussion of key conclusions and research limitations. Research findings and their influence on the development of pedagogical science: The study demonstrated incorporating various technological tools enhances the quality of instruction, fosters genuine interest in the subject matter, and encourages student creativity throughout the process of learning a second (foreign) language. Moreover, the use of technology noticeably reduces instances of classroom disruptions caused by students. Conclusions and/or recommendations: The results clearly indicate that the introduction of new technologies in teaching and learning a new language is much more beneficial than the traditional teaching methods, as evidenced by statistical analysis.
- Published
- 2024
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41. Experiences of setting short-term learning goals for primary school students and reflecting on their implementation: a case study of one Lithuanian school
- Author
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Jovita Ponomariovienė and Daiva Jakavonytė-Staškuvienė
- Subjects
Short-term learning goal setting and implementation ,reflection ,experiences ,primary school students ,school case ,Teachers & Teacher Education ,Education (General) ,L7-991 - Abstract
The article presents the results of an action research study in which 4th-grade students (aged 10-11) were taught to independently set short-term learning goals and reflect on their implementation by reflecting on their educational experiences. The aim of the study is to investigate and describe the experiences of primary school students in independently setting short-term, one-week personal learning goals, how they reflect on goal implementation methods and achieved results when applying action research. The study involved 50 students and 4 teachers. The research was conducted from May to August 2023. The article presents significant data showing how students formulated short-term goals and how they were able to reflect on their implementation experience. In the empirical part, systematic data are presented on how students relate goals to specific subject content, adherence to class agreements, student behavior in the classroom, independently applied learning strategies, and students’ personal characteristics.
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- 2024
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42. The first steps in developing a number sense screening test for young primary school children
- Author
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Katja Depolli Steiner, Cirila Peklaj, and Anja Podlesek
- Subjects
number sense ,numerical processing ,symbolic and non-symbolic numerical magnitude ,measurement ,primary school students ,Psychology ,BF1-990 - Abstract
Number sense refers to a set of numerical processing skills that develop before entering primary school and evolve with age and experience. Research has shown the importance of these skills for mathematical achievement. Therefore, early identification of students who have difficulty in numerical processing is the key to early intervention to reduce these deficits. This study’s purpose was to design a group-administered pencil-and-paper instrument measuring numerical magnitude estimation and numerical magnitude comparison that can be used in the first three grades of primary school as a quick screening tool for number sense deficits. Three quick and easy-to-use tasks measuring non-symbolic and symbolic number sense (the number line estimation task, the area comparison task, the number comparison task) were developed and administered to a group of 316 students in the first three grades of Slovenian primary schools. The results show that these tests provide a good basis for further development of a screening test.
- Published
- 2024
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- View/download PDF
43. Cross-Sectional Study on the Prevalence of Intestinal Parasitic Infections in Primary School Students in Kish Island, Iran
- Author
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Akbar Noorbakhsh, Iraj Mohammadpour, Meisam Khazaei, Gholamreza Ghazipour, Ali Soleimani, and Mohammad Hossein Motazedian
- Subjects
intestinal parasites ,kish island ,primary school students ,Public aspects of medicine ,RA1-1270 - Abstract
Background: Intestinal parasitic infections pose a significant public health challenge in developing countries, with children being particularly susceptible. The prevalence of these infections varies across communities. This study aimed to determine the prevalence of intestinal parasitic infections among students in 12 primary schools on Kish Island, Iran, and to evaluate the infection status of family members of infected students.Methods: A cross-sectional study was conducted on 443 students aged 7‒12 years in Kish Island, southern Iran, from May 2016 to 2017. Stool samples from 179 boys (40.4%) and 264 girls (40.4%) across 12 primary schools were examined for evidence of parasitic infections using direct wet mount, formalin ethyl acetate, and trichrome stain methods. Modified Ziehl Neelsen (ZN) staining was used to detect coccidian parasites. Conventional PCR was also employed to identify the genotype of Giardia lamblia. Data were analyzed using SPSS version 19.Results: The prevalence of intestinal parasites was 5.2%. The highest incidence rate was found in Entamoeba coli (2.0%), followed by Giardia lamblia (1.6%). The prevalence rate of infection was significantly correlated with the type of drinking water (P0.05). In this study, the genotypes of Giardia lamblia were molecularly characterized by studying the glutamate dehydrogenase (gdh) gene. This study represents the first molecular characterization of G. lamblia in children on Kish Island, with sequence analysis revealing assemblage B (BIII 100.0%).Conclusion: This study indicates a low prevalence of parasitic infections in a sensitive population (children) on Kish Island. The prevalence of Giardia lamblia, a more pathogenic parasite, was quite low in our study. This cross-sectional study was conducted on all island residents; no significant difference was observed among them.
- Published
- 2024
- Full Text
- View/download PDF
44. Prevalence of vitamin B 12 deficiency and associated factors among primary school children: North East Ethiopia: multicenter cross-sectional study
- Author
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Ermiyas Endewunet Melaku, Besufekad Mulugeta Urgie, Alemnesh Tesema Tilahun, Hilina Ketema Assefa, Alemayehu Abera Abebe, and Aklile Semu Tefera
- Subjects
Vitamin B12 Deficiency ,Primary school students ,Ethiopia ,Nutritional diseases. Deficiency diseases ,RC620-627 ,Public aspects of medicine ,RA1-1270 - Abstract
Abstract Background The prevalence of Vitamin B12 deficiency is common and is more frequent in low- and middle-income countries with a poor or inadequate diet of animal foods. In Ethiopia, researches related to the status of micronutrients in children are limited. Therefore, this study aimed to assess the prevalence of vitamin B12 deficiency and associated factors among primary school children. Methods A cross-sectional study design was conducted from January 10-February 30/2023. A total of 514 students were selected using a systematic random sampling technique. Face-to-face interviews using a structured questionnaire, document review, anthropometric measurement, and laboratory studies were implemented to collect data. Data was analyzed by STATA version 14 and summarized by using frequency tables and graphs. Logistic regression analysis was done to identify factors associated with vitamin B12 Deficiency. Results About 34% of the students were found to have vitamin B12 deficiency. Not Consuming animal products (AOR = 1.83, 95% CI:1.20–2.79) and low body mass index (AOR = 1.62, 95% CI:1.05–2.47) were associated with vitamin B12 deficiency. Conclusions The study revealed a notable high deficiency of vitamin B12 in primary school students. Consumption of animal products and BMI were identified as statically significant associated factors with serum concentration of vitamin B12.
- Published
- 2024
- Full Text
- View/download PDF
45. Associated factors of dietary diversity among schoolchildren in Plateau Central region of Burkina Faso: a cross-sectional study
- Author
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Daniel Somwaoga Ouedraogo, Ella W. R. Compaore, Ousmane Ouedraogo, and Mamoudou H. Dicko
- Subjects
Dietary diversity score ,Primary school students ,Associated factors ,Burkina Faso ,Nutrition. Foods and food supply ,TX341-641 ,Food processing and manufacture ,TP368-456 ,Medicine (General) ,R5-920 - Abstract
Abstract Context School-age is a dynamic period of growth and development, leading to good health and a productive adult life. Adequate dietary intake provides essential nutrients for growth, health and cognition. However, the practices of adequate nutrition is still not a matter of course for schoolchildren in many countries. The aim of this study was to identify associated factors of dietary diversity among students in public primary school in the Central Plateau Region. Method Multi-stage sampling was used to select schoolchildren. A semi-structured questionnaire was used to collect information’s of food consumption at home and at school using a 24-h dietary recall method. Binary logistic regression was used to identify variables associated with students' dietary diversity scores (DDS) with statistical significance at p
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- 2024
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46. THEATRICAL ART AS A MEANS OF DEVELOPING INTERPERSONAL SKILLS IN PUPILS WITH AUTISM SPECTRUM DISORDERS
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Perevorska Olena, Prohodko Tetyana, and Kobzіeva Iryna
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primary school students ,autism spectrum disorders ,interpersonal interaction ,theatrical art ,correctional and developmental work ,empirical research ,Education ,Psychology ,BF1-990 - Abstract
The article deals with the problem of the effectiveness of correctional work of higher education students with younger students with autism spectrum disorders. The aim of the article is to theoretically substantiate the problem and highlight the results of an empirical study on identifying the level of development of interpersonal interaction skills in primary school children with autism spectrum disorders through the means of theatrical art. The theoretical analysis of the problem has shown that the acquisition of experience of interaction, and skills of contact with children is recognized as one of the priority directions of personality development at the primary school age. In science, communication is considered as the interaction and establishment of contacts between individuals, which results in influencing each other, exchanging information, choosing a certain direction of joint action, as well as perceiving and understanding the interlocutor. It was determined that the artistic and communicative experience gained at the primary school age is a guarantee not only of the child’s general cultural development, but also of his or her liberation, confidence, and personal activity in later life. The emphasis was placed on the fact that theatrical activity proves to be an effective means of socialisation of primary schoolchildren, as it promotes comprehension of the moral implications of a literary work and participation in the game. This form of activity creates favourable conditions for development, focused on the holistic development of the personality of a child with ASD, activation of his/her creativity, and key mental processes. It is emphasised that the solution to the problem will be the implementation of a correctional and developmental program by higher education students aimed at developing interpersonal skills in primary school children with autism spectrum disorders. Under our supervision, students of Oles Honchar Dnipro National University conducted a study of the level of development of interpersonal skills in primary school children with autism spectrum disorders. The study involved primary school children with autism spectrum disorders in grades 1-A: 13 children – experimental group, and 1-B: 14 children – control group. The results of the study allowed higher education students to conclude that the development of interpersonal skills in primary school children with autism spectrum disorders can be successful under conditions of specially organised, systematised, and regular classes in the correctional and developmental program «Young Actors». The empirical study applied methods and strategies for implementing theatrical classes in the educational process with children with autism spectrum disorders. The use of theatrical art helps to improve communication skills, emotional understanding and social adaptation in children with autism spectrum disorders. The results obtained indicate the effectiveness of the correctional work of higher education students with children with autism spectrum disorders. Conclusions have been drawn regarding the effectiveness of the corrective developmental program in shaping interpersonal interaction skills in children with autism spectrum disorders through theatrical art. The practical results of the work can be useful for teachers, psychologists and parents who work with this category of children and seek to improve their quality of life and social interaction. In addition, the educational environment will contribute to social adaptation and the development of interaction skills in children with autism spectrum disorders.
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- 2024
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47. The Effect of Mothers Education on Reduction the Aggression Behavior Among Computer Game User Students
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Talat Motazedian, Maryam Changizi, Mohammad Hossein Kaveh, and Leila Ghahremani
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primary school students ,computer games ,aggression ,planned behavior theory ,mothers ,education ,Public aspects of medicine ,RA1-1270 - Abstract
Background: Nowadays, children and teenagers easily access computer games while parents are unaware of the dangers posed by excessive use of these games. The present study investigated the effect of educational intervention based on the theory of planned behavior (TPB) on primary school boys’ aggression levels. Methods: This research was a randomized controlled trial. The sample size was determined to be 180 considering a confidence interval of 95% and test power of 90% (group 1=90, group 2=90). The sampling environment was a multi-stage cluster with four primary schools from two education districts in Shiraz City, Iran in 2013. The participants were evaluated once before the intervention and then one week and one month after the educational intervention. We used the aggression checklist (12 items) and a researcher-made questionnaire according to TPB theory, which has suitable validity and reliability. The data were analyzed using SPSS software, version 19. Results: There was no difference between the two groups before the intervention. After the education program, the 4 constructs of TPB, including attitude, perceived behavioral control, behavioral intentions, and behavior, increased in the intervention group compared to the control group (P
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- 2024
48. Integration Of Cognitive And Emotional Aspects In The Process Of Teaching Foreign Languages To Primary School Children.
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Odiljonovna, Toshboyeva Barnokhon, Makhmudzjanovna, Rustamova Feruzakhon, Maxmudjonovna, Uraimova Mavjudaxon, Ismailjanovna, Moydinova Shohida, and Mamatkodirovich, Kambarov Nodirbek
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SCHOOL children ,LEARNING ,EDUCATION methodology ,INCLUSIVE education ,FOREIGN language education - Abstract
This research presents an innovative psycho-methodological approach to teaching foreign languages to young learners. By integrating cognitive and emotional aspects of learning, this approach addresses the unique needs and characteristics of primary school students. The study delves into the theoretical foundations of language acquisition, examining the influence of factors such as motivation, attention, memory, and thinking on language learning. A key finding of this research is the development of a new teaching model that effectively combines traditional and innovative methodologies. The experimental study demonstrates the efficacy of this approach, highlighting significant improvements in students' vocabulary acquisition, grammar skills, and communicative abilities. Moreover, the integration of emotional intelligence into the learning process fosters a positive learning environment and enhances student motivation. The study emphasizes the importance of developing 21st-century skills, such as critical thinking, creativity, and collaboration, within the context of foreign language learning. It also underscores the need for inclusive education practices to cater to the diverse needs of all learners. The research offers practical implications for foreign language teaching, providing a set of guidelines for educators. These recommendations include: tailoring instruction to individual student needs; creating a supportive and engaging learning environment; utilizing a variety of teaching methods, including gamification and projectbased learning; integrating technology to enhance the learning experience. [ABSTRACT FROM AUTHOR]
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- 2024
49. THE EFFECTS OF A SCHOOL BAG LOAD CARRIAGE ON GAIT KINEMATICS IN CHILDREN: A SCHOOL-BASED STUDY.
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Jenčíková, Kateřina, Kasović, Mario, and Zvonař, Martin
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SCHOOL children , *SCHOOLBAGS , *PRIMARY schools , *GAIT in humans , *URBAN schools , *WALKING speed , *TREADMILLS - Abstract
The main purpose of this study was to explore the impact of carrying a school bag on spatiotemporal gait parameters in a sample of primary school children. Two-hundred and twenty-one children (124 girls and 97 boys), aged 9.5±2.1 years, were randomly selected from three primary schools in the city of Brno, Czech Republic. Gait analysis without and with the school bag load carriage was performed using the Zebris pressure platform. The software generated the data for spatial (foot rotation, step length, stride length and step width) and temporal (step time, stride time, cadence and gait speed) gait parameters. The mean school bag weight was 4.86±1.21 kg. Repeated measures ANCOVA adjusted for sex and age showed that carrying a school bag resulted in a higher external left foot (F1,220=8.390, p<.001) and right foot (F1,220=8.791, p<.001) rotation, narrow step width (F1,220=6.113, p<.001), longer left foot (F1,220=5.556, p=.011) and right foot (F1,220=4.508, p=.021) step time, longer stride time (F1,220=3.773, p=.035), less cadence (F1,220=3.773, p=0.038) and slower gait speed (F1,220=4.131, p=.029). Carrying a school bag weight may change gait characteristics in schoolgoing children, especially in temporal parameters. [ABSTRACT FROM AUTHOR]
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- 2024
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50. Assessing the state of technology education in primary schools: a systematic review of the last 2 decades.
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Pappa, Christina Ioanna, Georgiou, Despoina, and Pittich, Daniel
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TECHNOLOGY education , *PRIMARY schools , *ENGINEERING education , *AERONAUTICS education , *CLASSROOMS - Abstract
This study reports on a systematic review of the current status of technology education in primary schools and the terminology used in the fields of technology and engineering education. Additionally, this review highlights crucial aspects of teaching and learning that must not be overlooked when outlining the current state of technology and engineering education, such as students' and teachers' personal factors, classroom communication, and teacher professional growth. Following PRISMA guidelines, two electronic databases were reviewed, Web of Science and Education Resources Information Center. The literature search identified a total of 1206 papers, 125 from Web of Science and 1081 from ERIC. After applying the inclusion and exclusion criteria, 33 papers were selected and evaluated in depth. The results show that research on technology education in primary schools is a growing field of interest but fragmented in focus. Our review is the first to indicate the wide range of technology and engineering education definitions. We also highlight the large heterogeneity of studies focusing on students' and teachers' personal factors and classroom interactions, a finding that may be explained by the unclear concepts and aims of technology and engineering curricula. This study contributes to and supports research and policymaking to better understand the current status, heterogeneities, and challenges in technology and engineering education in primary schools. In addition, we provide first insights to support professional development efforts targeting teachers' technology acceptance and improvement of their technology-related teaching practices. [ABSTRACT FROM AUTHOR]
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- 2024
- Full Text
- View/download PDF
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