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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]

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]

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]

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]

Objective To understand the intake of added sugars among primary school students, to analyze the sources and influencing factors of intake, and to propose improvement measures. [WTHZ]Methods [WTBZ]A stratified cluster sampling method was used to select 12,603 primary school students in Lianyungang as the research subjects. A food atlas-based questionnaire was used to investigate the intake of foods with added sugars and calculate daily intake of added sugars. [WTHZ]Results [WTBZ]The median added sugar intake of primary school students was 22.1 g/day, 45.7% of students consumed more than 25 g/day, and 21.7% of students consumed more than 50 g/day. Sugar-sweetened beverages, flavored yogurt, pastries and sweets were the four main sources of added sugar intake among primary school students (accounting for 38.3%, 24.0%, 14.1% and 12.1% respectively). Multiple linear regression analysis showed that boys, higher grade, higher BMI, and less sleep were associated with increased intake of added sugars. [WTHZ]Conclusions [WTBZ]The excessive intake of added sugar by primary school students in Lianyungang was quite prominent. On the one hand, nutrition education should be carried out to publicize the harm of excessive intake of added sugar. On the other hand, it isrecommended to include the added sugar content in the nutrition label to guide teenagers to choose healthy food. [ABSTRACT FROM AUTHOR]

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]

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]

The study aimed to verify the effectiveness of a multi-activity training program in reducing smartphone addiction and improving sleep quality among primary school students. The main study sample consisted of 23 students from the fifth and sixth grades, aged between 10 and 12 years, with an average age of 11.04 years and a standard deviation of 0.706. This sample was divided into two equivalent groups: a control group (12 students) and an experimental group (11 students). The students were selected based on high levels of smartphone addiction (upper quartile) and low levels of sleep quality (lower quartile). The study tools included a smartphone addiction scale, a sleep quality scale for primary school students, and a multi-activity training program to reduce smartphone addiction for primary school students, all developed by the researchers. After applying the program, several results were obtained, the most important of which are: There were statistically significant differences at the 0.01 significance level between the mean ranks of the control and experimental groups in the post-measurement of the smartphone addiction scale and its sub-dimensions (daily life problems, excessive use, withdrawal symptoms) in favor of the control group, There were statistically significant differences at the 0.01 significance level between the mean ranks of the control and experimental groups in the post-measurement of the sleep quality scale and its sub-dimensions (healthy sleep indicators, stable and deep sleep, daily performance) in favor of the experimental group. There were statistically significant differences at the 0.01 significance level between the mean ranks of the experimental group in the pre- and postmeasurements of the total score of the smartphone addiction scale and its sub-dimensions in favor of the pre-measurement. There were statistically significant differences at the 0.01 significance level between the mean ranks of the experimental group in the pre- and post-measurements of the total score of the sleep quality scale and its sub-dimensions (healthy sleep indicators, stable and deep sleep, daily performance) in favor of the post-measurement. There were no statistically significant differences between the mean ranks of the experimental group in the post- and follow-up measurements for the sub-dimensions of excessive use and withdrawal symptoms. There were statistically significant differences at the 0.01 significance level in the post- and follow-up measurements of the total score of the smartphone addiction scale and the daily life problems dimension in favor of the follow-up measurement, but there were no statistically significant differences between the mean ranks of the experimental group in the post- and follow-up measurements on the sleep quality scale and its sub-dimensions. [ABSTRACT FROM AUTHOR]

The aim of the study is to examine the reading profiles of primary school students in terms of various variables. The sample group of the study, which was conducted using the general survey model, consisted of 537 primary school students attending state and private schools affiliated with the Ministry of National Education in Kırşehir Province during the 2023-2024 academic year. A Personal Information Form prepared by the researcher was used to determine the personal characteristics of the students participating in the study. The Personal Information Form included questions regarding the students' gender, grade level, parents' education level, and the type of school they attended. The research data were obtained using the "Reading Profile Scale." The research results showed that the reading profiles of male and female students differed based on the gender variable, and there was a significant difference in reading profiles according to grade level. However, parents' graduation status did not show a significant difference. Additionally, the results indicated that students' perceptions of their reading profiles significantly differed based on the type of school attended. [ABSTRACT FROM AUTHOR]

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]

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]

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]

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]

Objective To explore the effect of homework time on myopia of primary school students and evaluate its differences among different grades. Methods A total of 183 districts in 21 cities of Sichuan Province were selected as research sites. Two primary schools were randomly selected from each research site, and students in grades 4-6 were selected form the whole class basis. At least 80 students from each school were selected for visual screening and questionnaire survey. Logistic regression analysis was used to analyze the effect of homework duration on myopia. Results 47 054 students from grades 4 to 6 were included in the study, including 32.5% in grade 4, 33.4% in grade 5 and 34.0% in grade 6. The myopia rate of students in grades 4-6 was 50.3%, and it increased with the increase of grade. After controlling covariates, the average daily homework time < 1 h was taken as reference, and the homework time of 1-2 hours was the risk factor for myopia (OR = 1.059, P = 0.008). Stratified by sex, the same effect was observed in male students (OR = 1.102, P = 0.001), and was most pronounced in male students in grade 5 (OR = 1.123, P = 0.026). The same effect was observed among students with good economic level (OR = 1.097, P = 0.005). Conclusion Homework may increase the risk of myopia of primary school students. It is suggested to arrange homework time scientifically and reasonably. [ABSTRACT FROM AUTHOR]

Purpose: 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. [ABSTRACT FROM AUTHOR]

Objective To understand the impact of school food education on nutrition and health-related knowledge, attitudes, and behaviors among primary school students in Xinyang city, to provide a basis for the assessment and promotion of school food education. Methods A stratified cluster random sampling method was used to select 12 primary schools from food education counties and control counties in Xinyang city. A survey was conducted on nutrition and health knowledge, attitudes, and behaviors among all 3rd to 5th grade students in the selected schools. Chi-square tests, t-tests, and rank-sum tests were performed to compare the differences in survey results between the two groups. Results A total of 2 627 participants were included in the study, with 1 276 from food education counties and 1 351 from control counties. The scores for nutrition and health knowledge, attitudes, and behaviors in the food education group were 70.7%, 88.0%, and 79.3%, respectively, significantly higher than the control group’s scores of 60.9%, 84.8%, and 72.4% (P<0.05). Students in the food education group demonstrated superior nutrition and health knowledge, and their dietary habits showed significant improvement. Conclusion School food education has a significant positive effect on primary students’ knowledge, attitudes, and behaviors related to nutrition and health, and it is recommended to promote food education in more regions. [ABSTRACT FROM AUTHOR]

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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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.

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]

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.

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.

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

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.

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]

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]

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, S3 expressing attitude, and S5 non‐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, S1 expressing actively, S3 expressing attitude, and S4 giving clarification significantly predicted students’ group discussion performance, whereas this effect was only observed in S1 expressing 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]

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]

Objective: To explore the developmental characteristics of different cognitive styles on verbal and visuospatial working memory of primary school students. Methods: The Mosaic graph test was used to test the cognitive style of students in grades 2, 4 and 6. The three-factor mixed experiment of 2 (cognitive style: field independent, field dependent) x 3 (grade: 2,4,6) x2 (task type: letter task, spatial task) was carried out. The 2-back task was used to measure the working memory characteristics of students with different cognitive styles, and the repeated measurement ANOVA was performed on the accuracy of letter and spatial tasks of 175 effective subjects. Results: The accuracy of letter task and spatial task of field independent primary school students were higher than that of field-dependent primary school students (P<0.001). The accuracy rate of letter task for field independent primary school students was higher than that of space task(P<0.001). The accuracy of two kinds of tasks of field independent students in grade 6 was better than that of field independent students in grade 2 and grade 4(P <0.05). Conclusion: There are differences in the development of verbal and visuospatial working memory of primary school students with different cognitive styles, which may also be related to task type and age. [ABSTRACT FROM AUTHOR]

Pronunciation teaching impacts the English learning of primary school students, profoundly influencing their mastery of letters and vocabulary, and serving as the foundation of their English listening skills, but meanwhile the learners' learning outcomes significantly have washback effects on teaching. However, few studies have focused on the pronunciation learning of primary school students. This study collects the read-speech data from 181 third-year primary school students in Chengdu and Chongqing. Analyses are conducted on deviated articulation and error rate related to segmentals, lexical stress, and boundary tones.The results show that the pronunciation of Chinese exerts a negative transfer effect on English pronunciation, while the influence of dialects is more specific and individualized. The duration of study is also instrumental in enhancing pronunciation proficiency. These findings provid important reference for teachers to adjust and optimize their teaching strategies and offer a solid foundation for enhancing pronunciation instruction in primary schools. [ABSTRACT FROM AUTHOR]

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.)

Purpose: This study examined the impact, trends, and impact levels of factors affecting Pediculus capitis infestation in primary school students. Subject and methods: Among the papers reviewed, 226 were selected, as they contained information that suited the study objectives. Results: The factors whose trends have higher gradients have a higher impact on the infestation level. In order of impact, the gradients of hair washing frequency, health instructor involvement, bathing frequency, mother's and father's education, existence of bathing facility, family size, hairstyle, and family income trends are higher than hair length, and age and education trends. As a result, the factor impacts are diminished from the beginning to the end. The importance of the family size, father's and mother's education, bathing facility existence, health instructor involvement, and bathing and hair washing frequency factors, whose trends increased over time, is higher than family income, hairstyle and length, and age and education, whose trends remained constant or decreased. Based on the gradient of the factor level impact trends, it seems that hair washing frequency, father's and mother's education, and health instructor involvement are the factors with the greatest effects on infestation level, in that order. These are followed by the influence of family income and size, and hairstyle factors. The existence of bathing facilities, bathing frequency, hair length, and education factors have weaker effects. Conclusion: This work provides the importance and impact levels of factors affecting Pediculus capitis infestation levels in primary school students, which will help meet the needs of policymakers. [ABSTRACT FROM AUTHOR]

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]

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]

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. [ABSTRACT FROM AUTHOR]

Copyright of Psychological Science is the property of Psychological Science Editorial Office 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 Ozel Egitim Dergisi is the property of Ankara University, Faculty of Educational Sciences 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 International Primary Education Research Journal is the property of International Primary Education Research Journal 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.)

Mathematics anxiety is a significant problem in education that affects students' learning outcomes, academic success, and well-being. This systematic literature review aimed to explore the role of technological interventions in reducing mathematics anxiety and promoting positive learning experiences in mathematics learning. Our findings revealed a mixed picture, where learning mathematics through online distance education increases mathematics anxiety, especially among primary school students, while interventions such as game-based learning and digital tools show positive results in reducing students' mathematics anxiety levels. Additionally, the results of this study contribute to ongoing discussions on effective strategies to reduce mathematics anxiety and improve mathematics education through the integration of technology, providing new understanding among educators, parents, researchers, and policymakers in creating inclusive and effective learning environments. Using technology to reduce mathematics anxiety and increase student achievement emphasizes the importance of collaborative efforts. [ABSTRACT FROM AUTHOR]

Copyright of Western Anatolia Journal of Educational Sciences (WAJES) / Batı Anadolu Eğitim Bilimleri Dergisi is the property of Dokuz Eylul University 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.)

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 < 0.05, after performing Chi-square test of independence to identify candidates variables at p < 0.25. Results: The study involved 560 pupils aged 6 to 14 older, including 52.9% girls and 47.9% boys. Dietary diversity was divided into three classes: low (DDS ≤ 4), medium (DDS = 5) and high (DDS ≥ 6). Thus, 13.4% of students have a low DDS and average in 48.9%, versus 37.7% high. Students in Ganzourgou were twice as likely to have a low DDS (AOR = 2.01, 95% CI:1.00–4.04) compared to those in Oubritenga. Household drinking water source, pupil status and father's occupation were significantly associated with pupils' dietary intake. Conclusion: Primary schoolchildren don't have good dietary practices in the Plateau Central Region. Promoting dietary diversification in households and balanced meals in school canteens would be necessary to improve the DDS of schoolchildren. Trial registration: Clinical Trial Number: 2022_33_/MS/MESRSI/CERS of 02/14/2022. [ABSTRACT FROM AUTHOR]

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. [ABSTRACT FROM AUTHOR]

The objective of this study is to examine and evaluate the influence of hybrid nonlinear educational models on decision-making and communication in the field of physical education. Techniques. The intervention group received instruction in physical education utilizing hybrid pedagogical techniques for a period of 12 weeks. In contrast, the control groups followed the physical education curricula of their schools. Pre-existing scales designed for student usage were utilized for decision-making and communication purposes, both before and during the program. To compare the two groups, we utilized paired sample t-tests, two-way and one-way analyses of variance, and a Pearson correlation analysis. Outcome. The research findings indicate that the intervention group exhibited a significant improvement in decision-making and communication when compared to the control group. The aforementioned conclusions are substantiated by the results of paired sample t-tests and two-way Analysis of Variance (ANOVA). The variance (ANOVA) and one-way ANOVA tests yielded statistically significant results. The F statistic was less than 0.05 (F = 0.000 < 0.05), and the p-value was less than 0.05 (p = 0.000 < 0.05) respectively. Furthermore, the intervention based on nonlinear pedagogy and invasion game learning resulted in an enhancement of decision-making and communication skills. Final remarks. Incorporating hybrid nonlinear pedagogical models into physical education instruction with invasion games might enhance students’ communication skills and decision-making abilities. The findings of this study offer encouragement for physical education instructors to adopt teaching methodologies. In addition, research is being carried out to investigate the impacts of nonlinear pedagogy. [ABSTRACT FROM AUTHOR]

Copyright of Pedagogical Perspective (PedPer) is the property of PedPer Publishing 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.)

In this paper, we investigated the contribution of both cognitive and affective factors to mathematical skills. In particular, we looked at the protective role of self-concept for mathematical learning and performance. In a field study, we tested the relation of math self-concept and short-term visuo-spatial working memory to the mathematical abilities of second- grade primary school children in Italy (N = 105). Measures included the "Test for the evaluation of calculating and problem-solving abilities" (AC-MT 6–11), the backward Corsi blocks test (Battery for Visuo-Spatial Memory), and the mathematics self-concept sub-scale of the Self-Description Questionnaire-I (SDQ-I, Italian version). As expected, correlation and moderated regression analyses showed that mathematics self-concept and working memory both positively predict mathematical operations and numeracy, but not accuracy. Simple slope analysis confirmed our moderation hypothesis, with working memory predicting mathematical abilities at low levels of math self-concept, but not at medium and high levels. The theoretical and practical implications are discussed. [ABSTRACT FROM AUTHOR]

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.)

This study was conducted to determine the e-learning readiness of fourth grade primary school students in villages and towns. The research was designed in descriptive survey model from quantitative research methods. The study group of the research consisted of 165 students, 85 of whom were male and 80 of whom were female. Of these students, 149 live in the village and 16 in the town. The "ELearning Readiness Scale", which was adapted into Turkish by Bircan et al. (2022), was used as a data collection tool in the study. The research data were analyzed using descriptive statistics, independent groups t-test and one-way ANOVA. As a result of the research, it was found that the e-learning readiness of fourth grade primary school students studying in rural areas differed significantly in favor of girls in terms of gender variable; it differed significantly in favor of computer ownership and internet connection in terms of having a computer and internet connection at home; it did not differ significantly in terms of having a tablet. [ABSTRACT FROM AUTHOR]

People need effective writing skills to successfully maintain their personal development and academic life. This research studies, the correlations among primary school 4th graders’ writing anxiety, writing attitude, and writing self-efficacy. The research has been designed in the correlational survey model; and a total of 255 primary school 4th-grade students, 95 male and 160 female, participated voluntarily in the research. Three psychometric tools have been used for data collection. Due to small number of participants, the data have been analyzed using the partial least squares structural equation modeling. According to the results, primary school 4th-grade students’ writing attitude does not significantly affect writing anxiety (H1). Moreover, writing self-efficacy does not have a significant effect on writing anxiety (H2) as well. However, writing self-efficacy significantly affects writing attitude (H3). The success of writing depends on the students’ writing self-efficacy, attitude towards writing, and writing anxiety. In order for successful writing, the level of self-efficacy should be high, the attitude towards writing should be positive and there should be no anxiety about writing. [ABSTRACT FROM AUTHOR]

PurposeTo explore the relationship between parenting styles and self-concept, emotional intelligence, and subjective well-being among primary school students.MethodsIn 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

The current research tested the relationship between Chinese calligraphic handwriting (CCH) education and student academic emotions. Using a quasi-experimental, cross-sectional design, we recruited 448 third- to sixth-grade students, and about half of them (N = 228) come from a CCH specialist school and the other half (N = 220) from a general primary school. We examined the relations between CCH education and student outcomes in two ways: comparing the means of academic emotions between the two groups and investigating the associations between the CCH level of the CCH students (rated by CCH teachers) and their academic emotions. Results showed that compared with the control group, CCH group had a higher level of positive low arousal of academic emotions. Within the CCH group, however, more significant associations were found between CCH level and student outcomes. We further found the interaction effect of CCH level and positive mental characters on academic emotions, specifically, the positive low arousal and negative high arousal academic emotions. Limitations and implications of the study were discussed.