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This paper explores embodied practices and relations of students’ ‘hexis’, the bodily part of habitus, during middle school years in a Danish state school setting, focusing on how these practices are shaped by classroom dynamics and grade level. Drawing on field notes and vignettes from 12 visits across 3 grade levels in 2 state schools – fifth grade (ages 11–12), seventh grade (ages 13–14), and ninth grade (ages 15–16) – the study reveals distinct patterns of body practices. Fifth graders exhibit a collective hexis in flux, seventh graders express more still and individual practices, and ninth graders demonstrate a complex mix characterised by individual stillness and collective in-flux. Notable gender differences emerge in the incorporation of school norms at seventh and ninth grades, with girls more likely to embody and take advantage of doxic orders of stillness. Highlighting the significant role of institutional and social contexts in shaping students’ embodied practices, this study offers a nuanced understanding of the interplay between body, time, and space in educational settings. [ABSTRACT FROM AUTHOR]

Purpose: To examine the current pedagogical practices among physical educators with different dispositions toward the change process and belonging to different demographic categories. We hypothesized that change-disposed, nonchange-disposed, and neutral change disposition teachers, along with teachers of different gender identities and student grade level(s), implement "best practices" with differing frequencies. Methods: Eight hundred thirty U.S. physical educators completed the Teacher Change Questionnaire-Physical Education and a 15-item adaption of Society of Health and Physical Educators America's 20 Indicators of Effective Physical Education Instruction. Results: Nonchange-disposed teachers more frequently provided objective-related feedback, provided assessment for differentiation and summative evaluation, ensured 50% student moderate to vigorous physical activity during physical education classes, and set student learning goals than change-disposed or neutral change disposition teachers. Female and elementary teachers reported more frequent use of written curriculum and assigned grades based on student knowledge/skill assessment than male and secondary counterparts. Discussion: Continuing professional development initiatives should be designed with consideration given to change disposition, gender identity, and grade level. [ABSTRACT FROM AUTHOR]

Fundamental movement skills (FMSs) are essential building blocks for children's physical development and future participation in physical activities. While early childhood curriculum frameworks recognize the importance of teaching FMSs, little research has been conducted to explore actual teaching practices in center-based programs and their variations across different grade levels. The goals of this study were to investigate (1) the frequency of a variety of FMSs in the physical activities conducted by Hong Kong kindergarten teachers, (2) the association among these FMSs based on the frequency of use in the classroom, and (3) potential differences in FMSs across the three grade levels of kindergarten education in Hong Kong. The participants were 526 kindergarten teachers. Descriptive statistics, principal component analysis, and parametric statistical techniques (e.g., one-way ANOVA) were employed to analyze their responses to a survey, in which we asked teachers to report the frequency with which FMSs are involved in their classroom physical activities. Overall, we found that the participants practiced an imbalanced set of FMSs in classrooms. K3 teachers were found to incorporate a wider variety of FMSs into their physical activities compared to K1 and K2 teachers. Through principal component analysis, seven components of activities were identified. K3 teachers were found to implement more activities involving springing, object manipulation, uneven locomotor movements, and agility and coordination. We concluded that there is a need to provide structured opportunities for teachers to better facilitate children's FMS acquisition. Offering more explicit guidelines and further professional development for teachers is crucial to enhancing this situation. [ABSTRACT FROM AUTHOR]

The importance of patient education has become increasingly apparent in recent years. A prominent patient education tool in neurosurgery is the Neurosurgical Conditions and Treatments page provided by the American Association of Neurological Surgeons (AANS). This study aimed to investigate the readability of this resource page as many new articles have been incorporated in the past decade. Flesch-Kincaid Grade Level and Flesch-Kincaid Reading Ease scores were calculated for each article. One-way analysis of variance and Scheffé, Tukey-Kramer, Bonferroni, Fisher least significant difference, and Dunnett test post hoc analyses were conducted to determine differences between each category with respect to their mean grade level and reading ease scores. Overall mean (SD) Flesch-Kincaid Reading Ease score was 40.2 (12.24), and overall mean (SD) Flesch-Kincaid Grade Level score was 7.48 (1.26). Significant differences were found between mean reading ease scores between each categorization by the AANS (P = 0.014). No significant differences were found between mean grade level score for each categorization (analysis of variance, P = 0.154). As compared to a single previous investigation conducted 10 years ago, the readability of articles has changed modestly, and the reading grade level remains well above the recommendations by the American Medical Association and National Institutes of Health. The 6 new articles introduced in the past decade have demonstrated similar readability, presenting a persistent challenge in the realm of patient education in neurosurgery. [ABSTRACT FROM AUTHOR]

The goals of this research focused on the assessment of vaccine conspiracy beliefs and the impact of trust in science, knowledge about the nature of science, grade level and gender on them. A quantitative ex post facto cross-sectional research was conducted. A total of 301 students (148 girls and 153 boys) from three different grades of Spanish secondary education (8th, 9th, and 11th grades, between 13 and 17 years old) participated in this study. A questionnaire on vaccine conspiracy beliefs, a questionnaire on trust in science, and a questionnaire on nature of science, were administered to participants. Scores obtained and correlation, multiple regression, and mediation analyses suggest that: a) students' beliefs about vaccines were generally quite satisfactory, and gender had no significant effect on them; b) the variable that most influenced the variability of these beliefs was trust in science; and c) trust in science played a mediating role between knowledge about the nature of science and grade level, and beliefs, which showed the indirect and significant effects of both variables on these beliefs. [ABSTRACT FROM AUTHOR]

Focusing on the variables that can affect both academic achievement and the well‐being of students has been crucial for their development, making schools effective and designing educational policy as well as curriculum. The study has aimed to investigate the effect of peer bullying on academic achievement and to determine moderators in the relationship between these two terms by using TIMSS (The Trends in International Mathematics and Science Study) and PIRLS (Progress in International Reading Literacy Study) data through the meta‐analysis method. Based on seven international survey data sets from TIMSS (2003, 2007, 2011, and 2015) and PIRLS (2006, 2011, and 2016), the current research has focused on 793 independent findings, including 3,503,005 students in 77 countries. In the analysis process, the mean effect size was measured by using the coefficient of standardized means (Cohen's d) based on the random effect model. In addition, the significance of the moderator variables was calculated by using the Q statistic. The findings of the study revealed that peer bullying had a significant effect on academic achievement, and in this effect, grades of the students and course types played moderator roles, while the culture of the countries was not a moderator. It could be concluded that the effect of peer relationships not only on the social development of students but also on their academic performance should not be ignored. Practitioner Points: Exposure to peer bullying has a significant impact on student's academic achievement.The academic achievement of fourth‐grade victim students is affected more negatively when compared to eighth‐grade victim students.The effect size of peer bullying on achievement in the reading course is the biggest among other effect sizes on achievement in science and mathematics courses. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Education / Revue Canadienne de l'Éducation is the property of Canadian Society for the Study of Education 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.)

Students’ epistemological beliefs are important in science education as developed epistemological beliefs facilitate learning, reasoning skills, academic performance, and engagement in debates. This study specifically addresses two issues about personal epistemology: grade level and gender. As a theoretical framework, the developmental view was adopted in this study and the Epistemological Belief Instrument developed by Kuhn et al. (2000) was used to collect data. Therefore, personal epistemology was defined in three hierarchical categories: absolutism, multiplism, and evaluativism. Two domains of personal epistemology which are physical truth and social truth were studied in this study. A total of 430 students ranging from primary school to the university level participated in the study. The relationships between grade level, gender, and personal epistemology were analyzed by use of the chi-square test of independence. The findings showed a significant relationship between grade level and judgment of social truth with a small effect size. The same relation was also observed between gender and judgment of social truth. On the other hand, no significant relationship was observed between gender and the judgment of physical truth, and between grade level and the judgment of physical truth. We think that the findings contribute to understanding the nature of personal epistemology regarding developmental level and gender.

With executive function skills, individuals become aware of their own structure and learning characteristics. As a result of studies conducted with university students, it is thought that executive function skills and grade points are related. However, there is no study conducted with pre-service preschool teachers who will work in close relationships with children throughout their professional lives. Therefore, the aim of this study is to examine the relationship between executive function skills and grade points of pre-service preschool teachers. The data obtained from 540 university students face-to-face with consent form were analysed with SPSS software. It was found that there was no significant relationship between executive function skills and grade points regardless of grade level and according to grade level. In addition, while there was no significant difference in students' executive function skills according to grade level, a significant difference was found in students' grade points. [ABSTRACT FROM AUTHOR]

Students' epistemological beliefs are important in science education as developed epistemological beliefs facilitate learning, reasoning skills, academic performance, and engagement in debates. This study specifically addresses two issues about personal epistemology: grade level and gender. As a theoretical framework, the developmental view was adopted in this study and the Epistemological Belief Instrument developed by Kuhn et al. (2000) was used to collect data. Therefore, personal epistemology was defined in three hierarchical categories: absolutism, multiplism, and evaluativism. Two domains of personal epistemology which are physical truth and social truth were studied in this study. A total of 430 students ranging from primary school to the university level participated in the study. The relationships between grade level, gender, and personal epistemology were analyzed by use of the chi-square test of independence. The findings showed a significant relationship between grade level and judgment of social truth with a small effect size. The same relation was also observed between gender and judgment of social truth. On the other hand, no significant relationship was observed between gender and the judgment of physical truth, and between grade level and the judgment of physical truth. We think that the findings contribute to understanding the nature of personal epistemology regarding developmental level and gender. [ABSTRACT FROM AUTHOR]

Fundamental movement skills (FMSs) are essential building blocks for children’s physical development and future participation in physical activities. While early childhood curriculum frameworks recognize the importance of teaching FMSs, little research has been conducted to explore actual teaching practices in center-based programs and their variations across different grade levels. The goals of this study were to investigate (1) the frequency of a variety of FMSs in the physical activities conducted by Hong Kong kindergarten teachers, (2) the association among these FMSs based on the frequency of use in the classroom, and (3) potential differences in FMSs across the three grade levels of kindergarten education in Hong Kong. The participants were 526 kindergarten teachers. Descriptive statistics, principal component analysis, and parametric statistical techniques (e.g., one-way ANOVA) were employed to analyze their responses to a survey, in which we asked teachers to report the frequency with which FMSs are involved in their classroom physical activities. Overall, we found that the participants practiced an imbalanced set of FMSs in classrooms. K3 teachers were found to incorporate a wider variety of FMSs into their physical activities compared to K1 and K2 teachers. Through principal component analysis, seven components of activities were identified. K3 teachers were found to implement more activities involving springing, object manipulation, uneven locomotor movements, and agility and coordination. We concluded that there is a need to provide structured opportunities for teachers to better facilitate children’s FMS acquisition. Offering more explicit guidelines and further professional development for teachers is crucial to enhancing this situation.

Generic skills are part of learning skills that are applied to new and different situations, especially to certain principles of the learning process. Students' abilities improved due to changes in the process. Biology has complex concepts and problems that students must learn. Apart from that, many biological objects cannot be observed directly and are abstract. This research aims to analyze the mastery of generic science skills based on students' gender and class level so that the research results can be implemented in Biology learning. This research is descriptive research which uses a qualitative research method by taking data samples from questionnaires distributed to class XI and class X by taking samples in one class totaling 176 students. The sample is based on disproportionate stratified random sampling. It is known that the number of respondents who filled out the questionnaire based on class level was 76 people in class X and class Research shows that there is no difference in students' mastery of GSS based on gender, this can be seen from testing with Asymp scores. Sig. (2-tailed) of 0.199. Apart from that, there is no difference in KGS mastery based on class level, this is reflected in Asymp. Sig. (2-tailed) of 0.187, this indicates that generic science skills have the potential to be mastered before biology learning is carried out. Abstrak. Keterampilan generik merupakan bagian dari kecakapan pembelajaran yang diaplikasikan pada situasi baru dan berbeda terutama pada prinsip tertentu proses pembelajaran. Kemampuan peserta didik berkembang lantaran adanya perubahan proses tersebut. Biologi memiliki konsep dan permasalahan kompleks yang harus dipelajari oleh peserta didik. Selain itu banyak objek Biologi yang tidak dapat diamati secara langsung, bersifat abstrak. Penelitian ini bertujuan menganalisis pengusaan Keterampilan generic sains berdasarkan jenis kelamin maupun tingkatan kelas peserta didik sehingga hasil penelitian dapat diimplementasikan dalam pembelajaran Biologi. Penelitian ini merupakan penelitian deskriptif yang digunakan adalah metode penelitian kualitatif dengan mengambil sampel data hasil angket yang disebarkan ke kelas XI maupun kelas X dengan mengambil sampel dalam satu kelas yang berjumlah 176 peserta didik. Sample didasarkan melalui disproportionate stratified random sampling diketahui jumlah responden yang mengisi angket berdasarkan jenjang kelas 76 orang kelas X dan kelas XI berjumlah 100 orang, sedangkan proporsi pengisian data oleh laki-laki sebanyak 40 orang sedangkan perempuan 136 peserta didik. Penelitian menunjukkan bahwa tidak terdapat perbedaan penguasaan KGS pada peserta didik didasarkan pada jenis kelamin hal ini terlihat dari pengujian dengan nilai Asymp. Sig. (2-tailed) sebesar 0.199 selain itu tidak terdapat perbedaan penguasaan KGS didasarkan pada jenjang kelas hal ini tercermin dari Asymp. Sig. (2-tailed) sebesar 0.187 hal ini mengindikasikan bahwa keteramapilan generic sains berpotensi untuk dikuasai terlebih dahulu sebelum dilaksanakan pembelajaran biologi. Kata kunci: keterampilan generik sains; pembelajaran biologi; jenis kelamin; jenjang kelas.

Copyright of Journal of Social Sciences Research / Sosyal Bilimler Arastirmalari Dergisi is the property of ODU Journal of Social Sciences Research 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.)

A total of 1,256 students selected through stratified random sampling from 18 primary and public secondary schools as a fair sample across urban and rural settings in the Cape Coast Metropolis of Ghana responded to the 'what I find important (in my mathematics learning)' questionnaire. Section A contained 64 Likert type questions, and section B contained 10 continua dimension questions in which respondents provided weighted responses on their valuing in relation to learning mathematics, using a slider scale. In this paper, section B was visually analyzed in MS Excel, using the radar chart function to explore the evolution of values in mathematics across school levels. Findings suggested that the students' values in mathematics evolve as they progress through school, shifting from learning content to learning environment to learning approaches. [ABSTRACT FROM AUTHOR]

Copyright of Educational Academic Research is the property of Ataturk University Coordinatorship of Scientific Journals 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.)

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research 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.)

The associations between the various dimensions of parenting and adolescent bullying have been widely studied, but it is unclear whether these associations vary by race/ethnicity and grade. The current study utilized the Health Behavior in School-Aged Children data in the United States for the investigation. The findings show that supportive parenting and permissive parenting were negatively associated with bullying victimization. However, controlling parenting and neglectful parenting were positively associated with bullying victimization. The results further revealed that the dimensions of parenting were similarly associated with bullying victimization across racial/ethnic groups. Parenting was also similarly associated with bullying victimization for both middle and high school students, except for supportive parenting, where middle school students with more parental support reported less bullying victimization. The implications of the findings are discussed. [ABSTRACT FROM AUTHOR]

Just as technology has entered every aspect of our lives today, it has significantly changed the fields of art and graphic design as well. Developing technologies and new teaching approaches have also affected fine arts education and therefore the students studying in this field. The aim of this study is to examine the Technological Pedagogical and Content Knowledge (TPACK) competencies of students studying at the Faculty of Fine Arts. The study, which was conducted with the survey model, was conducted with the participation of 212 students studying at the Faculty of Fine Arts of Necmettin Erbakan University and Selçuk University in the 2022-2023 academic year. According to the findings of the study, the TPACK competencies of the students of the Faculty of Fine Arts are at medium level. The technological knowledge of the participant students differs according to their gender. The technological knowledge of male students was found to be significantly higher. In the study, TPACK competencies of the students showed significant differences according to their grade and achievement levels. Students in 3rd and 4th grades were found to have high TPACK competence compared to students in lower grades. Again, students with high achievement level obtained high TPACK scores compared to their middle and low achieving peers. [ABSTRACT FROM AUTHOR]

Copyright of E-International Journal of Educational Research is the property of E-International Journal of Educational Research 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.)

Background: A growing number of patients use the internet to learn about their conditions and management options, but there may exist a disconnect between the readability of online education materials and a patient’s health literacy. This issue is of particular relevance for shoulder conditions, where even with traumatic injuries (eg, clavicle fracture, shoulder dislocation), treatment is discretionary, directed primarily at quality of life, and therefore highly preference-sensitive.The purpose of this study was to utilize multiple readability algorithms to calculate the readability of the American Academy of Orthopaedic Surgeons (AAOS) patient education materials pertaining to diseases and conditions of the shoulder. Methods: Online patient education articles from the AAOS pertaining to diseases and conditions of the shoulder were reviewed. The articles were modified for analysis using Readability Pro and readability scores were computed using the following 9 algorithms: Flesch-Kincaid Grade Level, Flesch Reading Ease, Gunning Fog Index, Coleman-Liau Index, Simple Measure of the Gobbledygook Index (SMOG), Automated Readability Index, FORCAST, and New Dale and Chall Index. A list of suggested word changes to improve the readability of included articles was compiled from Readable Pro. The average number of illustrations (images and/or videos) included per article was documented. Results: Twenty-eight articles were included for analysis. For each of the algorithms studied, the average scores were as follows: Flesch Kincaid Grade Level was 8.8 ± .8 [range, 7.2-10.2]; recommended score: ≤ 8.0, Flesch Reading Ease 54.3 ± 5.3 [range, 45.3-64.1]; recommended score: ≥ 60, Gunning Fog 10.8 ± 1.2 [range, 8.3-13.1]; recommended score: ≤ 8.0, Coleman-Liau 11.2 ± .9 [range, 9.2-12.9]; recommended score: ≤8.0, SMOG index 11.4 ± .8 [range, 9.2-12.9]; recommended score: ≤ 8.0 , Automated Readability Index 8.4 ± .8 [range, 6.9-10.0]; recommended score: ≤ 8.0, FORCAST 11.2 ± .4 [range, 10.2-12.0]; recommended score: ≤ 9.0, and New Dale and Chall Index 5.8 ± .5 [range, 4.9-7.2 recommended score: ≤ 6.0-6.9]. The average number of illustrations per article was 4.5 ± 3.1 [range, 1-14]. Conclusion: The readability of most patient education materials from the AAOS pertaining to diseases and conditions of the shoulder is higher than recommended across a variety of algorithms. Efforts to revise the readability of online education materials are important to facilitate shared decision-making, particularly in practice settings where most decisions are preference-sensitive.

In recent years, computational thinking has been considered as one of the 21st century skills that all students should have. Researchers emphasize the importance of determining and developing students' computational thinking levels from the earliest possible age. However, no measurement tool has been found in the literature that aims to reveal the computational thinking levels of primary school students. In this study, it was aimed to develop the computational thinking scale for primary school students and to examine the computational thinking levels of primary school students according to different variables (grade level, daily computer use time). In the first stage of the study, a scale with appropriate psychometric properties was developed to measure computational thinking. In the scale development phase of the research, exploratory sequential mixed methods research design was used. In the other phase of the study, it was investigated whether the computational thinking levels of primary school students differed according to the grade level and daily computer usage time without any intervention. For this reason, the research was carried out in accordance with the general survey model, which is one of the descriptive research types. For the first stage, the study group of the research consisted of 287 students studying in the 1st, 2nd, 3rd and 4th grades of primary schools in Ankara Golbasi district in the second term of the 2021-2022 academic year. In the process of examining the students' computational. thinking levels according to the variables of grade level and daily computer usage time, the study group consisted of a total of 96 students attending the primary education classes of a private school in Ankara in the second term of the 2021-2022 academic year. In this context, the one-dimensional computational thinking scale consisting of 17 items was applied to 287 primary school students and the obtained data were subjected to validity and reliability analysis. According to the explanatory factor analysis, the scale explains 46% of the total variance. When the results of the explanatory factor analysis are examined, it is seen that the factor loads of 17 items in the scale vary between 56 and .86. The internal consistency coefficient of the scale was found to be Cronbach Alpha .92. The developed scale was applied to primary school students in the next stage. As a result of the study, it was found that the generally computational thinking levels of primary school students differed significantly according to the grade level. On the other hand, it was observed that the students' computational thinking levels differed significantly according to the time spent in front of the computer daily, and the mean of the students' computational thinking scale increased as the daily computer use time increased.

As an intimidating school subject for students globally, writing requires a high level of motivation, especially for second language (L2) learners. Despite abundant research on motivation in both first language (L1) writing and L2 learning, L2 writing motivation warrants more attention. To bridge the gap, the study intends to present an overall picture of Hong Kong primary students' English writing motivation level and the sophisticated interplay between two important motivational variables (i.e. self-efficacy and task value). Four hundred and thirty-three 4th–6th graders participated in the study. The findings revealed a medium level of writing motivation for the students. MANOVA results found significant differences in the levels of self-efficacy and task value (i.e. interest, and importance and usefulness) across the grades. The 5th graders' motivation level was significantly lower than the 4th and the 6th graders'. Additionally, Structural Equation Modelling (SEM) suggested an intricate relationship between task value and self-efficacy. Specifically, interest predicted all the aspects of self-efficacy in English writing (i.e. self-efficacy in language, organisation, content, grammar, and process), whereas importance and usefulness predicted only self-efficacy in grammar and process. Important implications are discussed. [ABSTRACT FROM AUTHOR]

This study investigated the effects of stress on school bullying behaviors among middle school students, and the moderating role of gender and grade level in this relationship. To this end, the Olweus Child Bullying Questionnaire (OBVQ) secondary school version of the child bullying questionnaire and the stressor scale for secondary school students were used to survey 3,566 secondary school students in Guizhou Province, and the data were statistically analyzed. Results showed that stress was significantly and positively associated with school bullying among secondary school students. Furthermore, both gender and grade moderated the relationship between stress and school bullying, showing that boys and middle school children are more likely to engage in bullying than girls and high school students, respectively. The results of the study provide a theoretical basis for the prevention and intervention of school bullying behaviors among middle school students. [ABSTRACT FROM AUTHOR]

The purpose of this cross-sectional study (n = 43764 in four cohorts/groups) is to uncover the values when learning mathematics that students at Religious Vocational Middle Schools (in Turkish: Imam-Hatip Middle Schools) where religious contexts and contents are taught intensively in Turkey. In this regard, the study investigates the mathematics educational values of students in Grades 5 through 8 at Imam-Hatip Middle Schools using a standardised questionnaire. MANOVA and post-hoc analyses have been performed to determine group differences. The results indicate the importance students give to the values of relevance, learning approach, consolidating, and practice to decrease as grade level increases; each grade of students emphasised the value of practice the most and the value of information and communications technology (ICT) the least. In this sense, it can be said that there is no clear connection between cultural context and mathematics educational values (for example, the order of importance given to practice and ICT values) in a school where religious content and context are intense when compared with value studies in different school cultures. [ABSTRACT FROM AUTHOR]

Based on a review of previous measures employed in English syntactic complexity investigation, this article, following Biber's Multi-dimensional approach, re-establishes a comprehensive new measure system which is composed of four dimensions i.e. Subordination, Length of Production, Coordination and Nominals using factor analysis upon a collection of indices in reference. Under the newly established framework, the research examines the effects of grade level and genre factors on second language English learners' syntactic complexity in oral English in terms of the four indices representing the four dimensions. ANOVA results show that all indices except C/T, the one representing the Subordination dimension, which shows stability across grade levels, are positively related with grade level and susceptible to genre. In the argumentative genre, students generally produce more complex sentences than in the narrative genre as regards all the four dimensions.

Copyright of Journal of Interdisciplinary Educational Research / Disiplinlerarası Eğitim Araştırmaları Dergisi is the property of Interdisciplinary Education & Research Association / Disiplinlerarasi Egitim ve Arastirma Dernegi 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.)

Problem-solving is the ability to understand issues and steps that will affect students’ mathematics learning results. The research goals are: describing students’ problem-solving understanding and mathematics learning results; testing the influence of gender and grade level on students’ problem-solving understanding and mathematics learning results; and testing the influence of students’ problem-solving understanding on mathematics learning results. The population is all students in the fourth through sixth grades at two primary schools (263 respondents). The sample consists of 244 respondents, with female and male respondents of 123 and 121, and low- and high-grade students of 74 and 170, respectively. The researchers calculated and converted scores into values. Statistical tests were carried out by means of analysis of linear regression and the t-test. The Me of students’ mathematics learning results and problem-solving understanding are 69.679 and 66.889. The female students’ problem-solving understanding Me is greater than male ones’, but male students’ mathematics learning results Me is greater than female ones. The low-grade students’ problem-solving understanding Me is greater than high-grade students, but high-grade students’ mathematics learning results Me is greater than low-grade students. Gender has no influence on students’ mathematics problem-solving understanding or learning results. The grade level has a significant influence on students’ problem-solving understanding but no significant influence on mathematics learning results. The students’ problem-solving understanding has a significant influence on mathematics learning results, with a p value of 0.000. The research findings and results have implications for and contribute to assisting students in processing information and building mathematical knowledge.

One way to increase people's positive behaviors toward nature is to ensure that students gain environmental ethics attitude concerning environmental issues. In this regard, the current study investigates the 7th and 8th-grade students' environmental ethics attitude levels in relation to some variables (grade level, gender, school type). The study employed the survey model, one of the quantitative methods. The current research's sampling was selected using the stratified sampling method. A total of 723 students (349 seventh graders and 374 eighth graders) attending middle school participated in the current study. The "Environmental Ethics Attitude Scale" was used as a data collection tool in this research. The findings of the current study have revealed that the 7th and 8thgrade students' environmental ethics attitude levels vary significantly depending on gender in favor of the female students (U(142857) = 560.34; p < 0.001). Moreover, no statistically significant difference was found between the environmental ethics attitude levels of the 7th graders and 8th graders (U(124827) = 63752.00; p > 0.05). In addition, no statistically significant difference was found between the environmental ethics attitude level of the students attending schools located in peripheral districts of the city and that of the students attending schools located in the central districts of the city (U(191838)) = 48993; p > 0.05). The seventh-grade and eighth-grade students' eccentric environmental ethics attitude mean score and anthropocentric environmental ethics attitude mean score were very close to each other. This shows that the students have environmental ethics attitude yet cannot give up anthropocentric behaviors. Similar studies can be conducted with students from different grade levels. [ABSTRACT FROM AUTHOR]

For students in nursing colleges to develop necessary competencies as health care professionals and prevent post-graduation "reality shock" deterioration in the quality of care they provide, appropriate measures are needed in response to changes that occur as college years progress. In this study, mental health status, lifestyle, and various types of anxiety were investigated in 448 nursing college students during a four-year program in Japan. Students from each year of the program were surveyed with the K10 scale to measure mental health, and the Student Life Questionnaire to assess dietary habits, sleep duration, and exercise. Mean K10 scores for first-year students was 13.1, with 30% having anxiety about college life. Similarly, for second-year students the K10 score was 13.7, and compared to first-year students, rates of meal skipping and sleeping less increased. For third-year students, the K10 score (15.9) was higher than for other groups, as were their percentages of all items. Fourth-year students had a mean K10 score of 14.6, with a higher rate of meal skipping and feeling anxious about the future than other groups. These results suggest the need for support tailored to the characteristics of each year in the bachelor's program in nursing. [ABSTRACT FROM AUTHOR]

The current shift in the world of work, moving from a conventional to a digitalized workplace, has necessitated that professionals embrace and prepare for emerging work patterns. This study evaluates the readiness of human resource (HR) professionals for future work, given the emerging trends of the technologies of the fourth industrial revolution in Nigeria. This is particularly important because the HR professionals are responsible for the entire workforce in any organization and there are concerns that if HR is left out in the current transition to the fourth industrial revolution, many business segments will witness setbacks. The study leveraged on primary data and a survey of 218 HR professionals was conducted across organisations using survey monkey. Chisquare test of independence was used to ascertain the HR professionals' readiness, vis-a-vis their current grade level, supervisory responsibilities, and personal development plans. Findings revealed that most HR professionals are generally not ready for future work in Nigeria, as indicated by a p-value above 0.05. The result further shows that the higher the grade level, the less prepared they are for future work. This paper emphasized how human resource practitioners can prepare for the emerging shift in their world of work and policy recommendations were highlighted. [ABSTRACT FROM AUTHOR]

This study investigated the influence of grade level on the development of science epistemological beliefs and the relationship between science epistemological beliefs and science achievement among co-educational secondary schools of Homa Bay County, Kenya. The study employed cross-sectional and correlational survey designs with purposive sampling. Epistemological Beliefs Questionnaire (EBQ) was used to measure science epistemological beliefs. The instrument was administered to 214 students from 2 co-educational schools (Grade 9, n = 116, Grade 12, n = 98). Students' achievement in Biology, Chemistry and Physics were computed for Science Achievement Scores (SAS). The data were analysed by grade level using independent sample t-tests and by dimensions and achievement scores using multiple regression analysis. The findings indicate statistically significant grade level differences in terms of source, certainty and development and non-significant grade level differences in terms of justification. The findings also indicate that certainty and justification dimensions were significant predictors of science achievement. It is concluded that grade level has an influence on development of epistemological beliefs (source, certainty and development) and certainty and justification dimensions were predictors of science achievement. Implications for practice and further research are herein explained. [ABSTRACT FROM AUTHOR]

Introduction: Bullying among adolescents is a global public health issue prevalent in schools, posing significant risks to positive adolescent development. Studies have shown that bullied adolescents tend to engage in more bullying perpetration, but this underlying process of longitudinal correlation has not been fully elucidated., Methods: Based on two waves of longitudinal data collected from 347 junior and 144 senior high school students in China (M age  = 13.66 years, SD age  = 1.46, 59.27% boys) at 1-year intervals, two moderated chain-mediation models were used to explore the longitudinal correlations between bullying victimization and bullying perpetration and its underlying processes., Results: The results found a significant positive correlation between adolescents' bullying victimization experiences 1 year prior and bullying perpetration 1 year later. Furthermore, fear of negative evaluation and psychache played a longitudinal chain-mediating role in the process, with self-esteem and grade moderating this mediating pathway, either enhancing or weakening the effect., Conclusions: This study demonstrates that prior bullying victimization is longitudinally and positively associated with subsequent bullying perpetration among adolescents. This process is mediated by fear of negative evaluation and psychache, with self-esteem and grade level as moderators. Based on these conclusions, we have formulated the Threat-Motivation Model, offering a framework to understand the relationship between bullying victimization and bullying perpetration. Practical implications, including strategies to reduce bullying in youth groups, are discussed., (© 2024 Foundation for Professionals in Services to Adolescents.)

Adjustment is a process that includes mental and behavioral responses to achieve balance in meeting needs in accordance with environmental demands. However, it was found that students had difficulty adjusting, such as being unprepared to live in a dormitory, having difficulty being away from their parents, violating the dormitory rules, having difficulty getting along, and having intercultural disputes. This is thought to be related to differences in schools, cultural backgrounds and grade levels. This research aims to analyze the adjustment of students in the dormitory based on the type of school, cultural background, and grade level. This research method used is ex post facto with a factorial analysis design. The population was 200 students in the dormitory of Al-Faruqi Kampar, Riau. This research uses a self-adjustment instrument with Alpha Cronbach of 0.876. The data were analyzed using the technique Analysis of Variance (ANOVA). The results showed that the level of adjustment of students based on the type of school was in the high category and there were significant differences in the adjustment of students based on the type of school, the level of adjustment of students based on the cultural background was high category and there was no significant difference in the adjustment of students based on cultural background. The level of adjustment based on grade level high category and there is no significant difference in adjustment based on grade level, and there is no interaction between these variables in explaining the adjustment of students in the dormitory. The implications of the results of this research can be used as a reference for counselors in schools for the preparation of guidance and counseling service programs to improve student adjustment in dormitories.

The purpose of this study is to examine students' attitudes towards science with respect to grade level and gender in middle schools with different science achievement levels. For that purpose, two middle schools having low achievement level and one middle school having high achievement level were selected according to the information given by officials working in National Education Directorate of Kastamonu province about middle schools' achievement levels in Kastamonu. Study sample consisted of 282 students at different grade levels attending to two low achieving schools and 302 students attending to the high achieving school. Attitudes towards Science Scale was used as the data collection instrument. Results of factor analyses showed four factors under this instrument: learning science in school, science outside school, self concept in science, and importance of science. Study results showed that grade level had a significant effect on only science outside school subscale of Attitudes towards Science Scale both in low and high achieving schools. Furthermore, for all grade levels no significant effect of gender on any subscales of Attitudes towards Science Scale was observed in low achieving schools. On the other hand, it was found that gender had a significant effect on different subscales of Attitudes towards Science Scale in 5th, 6th and 7th grades in high achieving schools. Recommendations were given about what cautions can be taken for the development of attitudes towards science among students in both school types and how to close gender-based attitude gap which was found in favor of girls only in the high achieving school. [ABSTRACT FROM AUTHOR]

The aim of this study is to examine whether the academic entitlement expectations of preservice teachers studying at primary school level differ according to their gender, grade level and the type of university they attend (public or foundation). The sample consists of a total of 397 preservice primary school teachers in one foundation and one public university. The data were collected with the "Academic Entitlement Expectation Scale", after assessing the validity and reliability of the instrument. The independent samples t-test was performed to analyze whether the preservice primary school teachers' academic entitlement expectations differed according to the variables of gender and type of university; while one-way analysis of variance (ANOVA) was used to determine whether they differed according to the grade level variable. In the study, it was found that academic entitlement expectations of male students compared to female students; students attending the foundation university compared to those at the public university, and students in the first grade compared to those in the fourth grade were higher. [ABSTRACT FROM AUTHOR]

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In recent years, increased attention has been given to programming instruction for primary and secondary students. Several game-based programming learning platforms, such as Code.org, Lightbot, and Run Marco, have been created to offer enticing, enjoyable, and visualizable programming learning conditions that facilitate student interest and engagement in learning programming. However, few studies have explored the perceptions of younger adolescents regarding the use of game-based programming learning. The study aims to adopt a technology acceptance model rooted in perceived enjoyment, computer self-efficacy, perceived visual attractiveness, system response, and challenge to investigate the intentions of younger adolescents regarding the use of game-based programming learning supported by Code.org and to analyze the moderating influence of gender and grade level. Data obtained from 1,539 primary (grades 3–6) and secondary (grades 7–8) students in eastern China through questionnaire surveys were analyzed using structural equation modeling. The results showed that perceived usefulness, perceived enjoyment, and computer self-efficacy all had a direct impact on students' intentions to use game-based programming learning, while perceived visual attractiveness, system response, challenge, and perceived ease of use all had an indirect effect. Moreover, we also found that gender and grade level had moderating effects on student game-based programming learning. Overall, this study offered insight into younger adolescents' intentions toward game-based programming learning. [ABSTRACT FROM AUTHOR]

Learning efficacy can be substantially improved through the frequent use of learning strategies, whose practicality has been confirmed through extensive research. Thus, the purpose of the current study is to contribute to this wealth of research by determining whether learning strategies are significant predictors of students’ achievement in learning English as a foreign language (EFL) as well as by exploring strategy awareness and variations in strategy use by gender, grade level, and overall grade point average (GPA) among 206 high school students. The results indicated that cognitive strategies are significant positive predictors, while memory and affective strategies are significant negative predictors of students’ achievement in foreign language learning. Moreover, the findings revealed a significant impact of overall GPA and an insignificant impact of gender and grade level on the use of strategy subtypes, with the most frequently used strategies being metacognitive and the least frequently used being affective strategies. Furthermore, this research highlights the importance of incorporating strategies-based instruction methods into foreign language curriculums in the Bosnian context and also aims to raise teachers’ awareness of the importance of their application in the classroom milieu

This study investigated the influence of grade level on the development of science epistemological beliefs and the relationship between science epistemological beliefs and science achievement among co-educational secondary schools of Homa Bay County, Kenya. The study employed cross-sectional and correlational survey designs with purposive sampling. Epistemological Beliefs Questionnaire (EBQ) was used to measure science epistemological beliefs. The instrument was administered to 214 students from 2 co-educational schools (Grade 9, n = 116, Grade 12, n = 98). Students’ achievement in Biology, Chemistry and Physics were computed for Science Achievement Scores (SAS). The data were analysed by grade level using independent sample t-tests and by dimensions and achievement scores using multiple regression analysis. The findings indicate statistically significant grade level differences in terms of source, certainty and development and non-significant grade level differences in terms of justification. The findings also indicate that certainty and justification dimensions were significant predictors of science achievement. It is concluded that grade level has an influence on development of epistemological beliefs (source, certainty and development) and certainty and justification dimensions were predictors of science achievement. Implications for practice and further research are herein explained.

This study adopted a person-centered approach to explore heterogeneous patterns of home-based parental involvement frequency among elementary, middle, and high school students, and examined how such patterns were associated with resilience and academic achievement. The sample comprised 105,641 Chinese students, with analyses conducted using latent profile analyses (LPAs) and multivariate analysis of covariance (MANCOVA). The results revealed consistent profile emergence across all cohorts- four profiles distinctly described the students' perceived patterns of parental involvement. These encompassed three universally identified profiles: "low involvement in life and study," "moderate involvement in life and study," and "high involvement in life but low in study." For the 8th and 11th graders, the fourth profile was denoted as "high involvement in life and study," while for 4th graders, it was termed "moderate involvement in life but moderately low in study." MANCOVA results revealed statistically significant differences in students' resilience and academic achievement across profiles after controlling students' gender and family socioeconomic status (SES). The findings of this research highlight that parents' more frequent involvement in students' everyday lives, coupled with less frequent involvement in their study matters, may effectively foster academic success and enhance the development of resilient traits. This study sheds light on the impact of diverse frequency of parental involvement profiles on the academic achievement and resilience of Chinese students across different grade levels. The findings highlight students who perceive their parents as a 'high involvement in life but low in study' are associated with greater academic achievement and resilience. These insights emphasized the need for teachers, parents, and policymakers to consider the nature, frequency, and domains of parental involvement, offering significant implications for teaching strategies, parenting practices, and educational policy development, particularly in the Chinese context. • Person-centered approach was used to explore heterogeneous patterns of home-based parental involvement. • LPA indicated that four profiles emerged to portray Chinese students perceived parental involvement. • MANOVA revealed significant differences in students' resilience and academic achievement across profiles. [ABSTRACT FROM AUTHOR]

As a descriptive survey research, this study aimed to investigate the number sense skills of gifted in terms of number sense components. Participant of this research consisted of 123 gifted secondary school students, who were selected according to the convenience sampling method in Turkey. The data of this research were collected in the 2021-2022 academic year. The number sense test was used as the data collection tool. This test is comprised of 20 items which were prepared in line with five basic number sense components. The data obtained from the data collection tool were analysed by quantitative analysis methods. As a result of the analysis, it was confirmed that the number senses of gifted secondary school students differed according to gender and this difference was in favour of the male students. The highest number sense performance according to grade levels belonged to eight grade level students. Furthermore, it was observed that the number sense performance increased in parallel with the grade levels of the students. In addition, when the mean of correct answers for the number sense components was considered, it was concluded that the highest mean was in the understanding of the effect of the operation and the lowest mean was in the understanding of the number concept, respectively. [ABSTRACT FROM AUTHOR]

Kanban is a productivity system used to help manage workflow at different stages of knowledge work in the office. This paper aims to explore Kanban’s impact on the productivity among selected STEM Senior High School Students of De La Salle University Integrated School. It also examines the effects of sex and grade level on the usage of Kanban and productivity. An online survey questionnaire will be administered to a purposive sample of 70 SHS students. Data from the online survey will be subjected to data analysis using the Microsoft Excel spreadsheet program. Results show that females updated their Kanban more frequently as compared to males. The majority stated that Kanban helps them visualize their ongoing tasks. Consequently, it was seen that although female students had a higher frequency, male students had a higher perception of productivity. From this, it can be implied that higher frequency does not necessarily mean higher perceptions of productivity. In terms of frequency and GWA, from the data, there was no seen relationship between the two variables as the frequency did not affect the GWA. With that, it is recommended to examine the difference in productivity between the face-to-face and online classes to see whether the pandemic has influenced the productivity of students. [ABSTRACT FROM AUTHOR]

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Copyright of Revista CIENCIA UNEMI is the property of Universidad Estatal de Milagro (UNEMI) 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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The aim of this study was to develop the Obstetric Intervention Self-Efficacy Scale (OISES). A sample of 327 university students (307 females, 20 males; 168 from the midwifery department and 159 from the nursing department) were enrolled in the study. Out of 66 items, the 22 items with the highest factor loadings were chosen as a result of preliminary exploratory factor analysis regarding 22 general obstetric intervention behaviors. The final exploratory factor analysis revealed that the 22 items of the OISES had a single factor and 67.21% of the total variance was explained by these items. Cronbach’s alpha reliability coefficient was calculated as 0.98. As a result, the overall findings demonstrated that this scale is a valid and reliable instrument. The analysis further revealed that OISES scores of students did change according to gender (females’ OISES scores were higher), department (midwifery students’ OISES scores were higher), and grade level (M4th > M1st, M2nd, & M3rd; M3rd > M1st & M2nd).

Learners’ academic self-concepts and attributions have been widely evidenced to substantially regulate their educational development. Develop­men­tally, they will not only oper­ate in a mu­tually reinforcing manner. Rather, self-concepts will di­­­­rectly affect learners’ out­come attri­bu­­tions in a particular academic set­ting. Current research in the English as a foreign language (EFL) context has increasingly anal­­yzed learners’ attributions and self-concepts on a task-spe­­cific construct level. Never­the­less, there still exist certain research gaps in the field, partic­ularly con­cerning learners’ gram­mar self-con­cept and attributions. There­fore, the present study aimed at anal­yzing lon­gi­tu­dinal re­­lat­ions of prior performance and self-concept with subsequent attri­bu­tions of gram­mar suc­cess and failure in a samp­le of preadolescent EFL learners. Findings demonstrated that attri­bu­tional pat­terns most­­­­ly but not en­tire­ly depended on learn­ers’ grammar self-concept. Poor per­­form­ing learn­ers hold­ing a low self-concept dis­­played a maladaptive attri­bu­tion pattern for ex­­plain­ing both gram­­­mar suc­cess and failure. Though not with respect to all causal factors, these findings largely con­firm the crucial role of task-spe­cific self-concept in longitudinally explaining re­­lated control beliefs in the EFL con­text.