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Class teachers have a meaningful role in the life of primary school students as they are responsible for the majority of their students' instruction. Previous research has shown that teachers who make efforts to learn and develop in their work also promote their students' learning and well-being. This learning orientation is referred to in this study as teachers' professional agency. The well-being of students has been shown to be challenged in many ways already in primary school. However, we need more research on how primary school students experience well-being in classrooms in relation to their studies and whether their class teacher's professional agency relates to their well-being. We examined students' study well-being from two perspectives: study engagement and study burnout. Multilevel structural equation modelling was applied in the analysis to explore perceived study well-being in the classroom (student and class level) and its relation to class teachers' sense of professional agency. The results indicate that a high level of study burnout at the class level decreases students' study well-being over time and also challenges class teachers' sense of professional agency. [ABSTRACT FROM AUTHOR]

The research aims to investigate the impact of augmented reality (AR) technologies developed within the framework of primary school students' on student achievement, attitudes towards the course, attitudes towards technology, and participation in classroom activities. The contents of AR-based learning materials have been developed by 4th-grade teachers and writers within the context of the existing curriculum. The study process was carried out based on the instructional design model. The research was performed in conjunction with the quasi-experimental design among the experimental designs of quantitative research methods. Using the cluster random sampling method, students in the experimental and control groups were selected among 11 primary schools. The findings indicate that contrary to the students in the control group, the students in the experimental group had higher academic achievement and participation in classroom activities, and also their attitudes to the course and applied technology were more positive. Moreover, concerning the experimental group students, a positive and significant correlation between their academic achievements, attitudes towards the course, attitudes towards technology, and their participation and participation in classroom activities have been observed. [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.)

The quality of products from the causal mapping process and the effect of factors related to causal map quality are unlikely to be the same for students at different educational levels. However, there is a lack of studies that provide insights into causal maps constructed by primary school students to reveal appropriate strategies. This study conducted an analysis of 32 causal maps constructed by primary school students to explore the quality of these products as well as the effect of prior knowledge and causal reasoning process on causal map quality. The findings suggested that it is quite possible for primary school students to construct quality causal maps. The results also indicated that students with higher prior knowledge produced higher-quality causal maps regardless of the causal reasoning process used by these students. In contrast, the causal reasoning process was found to have no significant effect on students' causal map quality. [ABSTRACT FROM AUTHOR]

ObjectiveTo investigate the acute effects of compound air pollution on children’s respiratory function.MethodsUsing panel group study design， 223 students in five classes of grade 4 from two primary schools （a， b） in Xuhui and Hongkou districts of Shanghai were randomly selected to measure pulmonary function and exhaled nitric oxide （FeNO）. The first three tests were carried out from May to June in 2020， and the fourth test was carried out from September to December in 2021. At the same time， the daily and hourly mean values of PM2.5， PM10， SO2， NO2， O3 and CO was collected from the nearby air quality monitoring points of the two schools during the same period ， as well as meteorological monitoring data （temperature， humidity， wind speed and atmospheric pressure）. The linear mixed effect model was used to analyze the effects of air pollution on pulmonary function and respiratory inflammation in the summer.ResultsThe results of single pollutant model showed that PM2.5， PM10， SO2 and NO2 were positively correlated with FeNO， and the effect was reflected in lag0， lag1 and lag3 （P

Our objective was to investigate the status and influence of myopia among primary school students in Fushun, Liaoning Province, China. We aimed to provide a theoretical and epistemological basis for implementing myopia prevention initiatives. We employed cluster sampling and surveyed 5216 primary school students from grades 1–6 across eight primary schools in Fushun City. Our participants included 2606 males and 2610 females whose average age was 9.25 (SD = 1.76) years. The rate of myopia among these primary school students was 29.54%, with statistically significant differences among students of different genders and grades. Logistic regression analysis further identified several possible protective factors, including appropriate reading distance, adequate home lighting, regular breaks between classes, conscientious eye exercises, and daily outdoor physical activity. Conversely, the associated risk factors were being female, being in a higher grade level, spending more than 4 hours on homework, occasionally reading while lying down, and having one or both parents with myopia. Overall, our results indicated a high incidence of myopia, highlighting the need for scientifically controlled interventions to manage and mitigate the occurrence and progression of myopia in this population. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty 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 Educación Física y Ciencia is the property of Universidad Nacional de La Plata 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.)

Objective: To investigate symptoms of anxiety and depression among primary and middle school students quarantined in hotels during the COVID-19 epidemic. Methods: Anxiety and depression symptoms among 726 primary and middle school students quarantined in hotels were investigated with The Screen for Child Anxiety Related Emotional Disorders (SCARED) and Depression Self-rating Scale for Children (DSRSC) from September to October 2022 in Chifeng City, Inner Mongolia Autonomous Region. There were 624 students completed investigation with response rate of 86%. The positive score of SCARED was 23 and DSRSC was 15. Results: The detection rates of anxiety and depression were 17.9% and 15.4% respectively. The detection rates of anxiety and depression were higher in middle school students than in primary school students (Ps <0.05). The scores of generalized anxiety and social phobia factors were higher in female students than in male students (Ps <0.05). The scores of dissociative anxiety factor and depression were higher in middle school students than in primary school students (Ps <0.05). Conclusion: During the COVID-19 epidemic, middle school students quarantined in hotels are more likely to have anxiety and depression symptoms than primary school students, and female students are more likely to have anxiety symptoms than male students. [ABSTRACT FROM AUTHOR]

The aim of the study is to determine the level of relationship between school climate and happiness according to student perceptions. This research is in the descriptive relational survey model. The sample of the study consists of a total of 539 students studying in public primary schools in the districts located in Ankara, the capital city of Turkey, in the 2021–2022 academic year. In the study, two different scales were used to determine the relationship between school climate and happiness according to student perceptions. In the study, it was concluded that students' perceptions of school climate and school happiness were high. In addition, as a result of the relationship analysis between school climate and school happiness, it has been found that as the level of school climate increases, the level of school happiness also increases. Academic, social and artistic activities can be enriched in order to create a high school happiness that can occur with a positive school climate. The results of the research indicated that school climate predicted and affected school happiness. [ABSTRACT FROM AUTHOR]

Background: A heavy schoolbag is one of the most common health problems worldwide among school aged children. Frequently using the heavy schoolbag and using it incorrectly during school days may cause risk of musculoskeletal symptoms (involving pains in neck, both shoulders, back, waist, elbow, hand and wrist, thigh, knee, and foot), and can be a risk factor for other health problems including a change in body posture and spinal cord deformity. The study objectives were to investigate the association between the weight of schoolbags and the occurrence of neck, lower back, and shoulders and hand/wrist symptoms among primary school children. Material & Methods: A descriptive (cross-sectional) design was carried out in public schools in Erbil city, during the academic year 2022-2023. Epi Info 7 (produced by CDC) computer program was used for sample size estimation. The sample involved 624 students aged 6 to 12 years from 12 primary schools in Erbil city. Results: The majority (79.6%) of the students were using risky (heavy) weight schoolbag. The prevalence of pain (in one or more sites) was 41.3%. There was significant association between prevalence of pain and hand type of schoolbag (p=0.022), weight of bag (p=0.011), and ratio of weight of bag/body weight of more than 10% (p=0.020). Prevalence of pain was higher among students aged =10 years, who were using hand type bag, and who used to carry risky weight bag. Regression analysis showed that the following factors were associated with pain: age (=10 years), lifting heavy weight, not practicing exercise. Conclusion: In conclusion the prevalence of Musculo-skeletal pain was relatively high, which was multi-factorial. [ABSTRACT FROM AUTHOR]

Copyright of Bulletin of Ablai Khan KazUIRandWL: Series 'Pedagogical Sciences' is the property of Kazakh Ablai Khan University of International Relations & World Languages 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 Ereğli Faculty of Education Journal / Necmettin Erbakan Üniversitesi Ereğli Eğitim Fakültesi Dergisi is the property of Eregli Faculty of Education 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.)

Copyright of Journal of Curriculum & Teaching Methodology / Maǧallaẗ al-Manāhiǧ wa-Turūq al-Tadrīs is the property of Arab Journal of Sciences & Research Publishing (AJSRP) 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 reveal primary school students' perceptions of 21st-century learning practices. A quantitative research design was adopted in this study. Research data were collected from appropriate sampling 622 4th-grade students attending public schools in a city center located in the central region of Turkey. "Students' Perception of 21st Century Learning Practices Scale" was adminisrated as data collection tool. In the anlysis of the obtained data, t test and regression analysis are used. It was concluded that students' perceptions towards thinking skills were above average in the sub-dimensions of critical thinking, creative thinking, and authentic problem solving and knowledge creation efficiency. As a result of t-tests it was concluded that the educational status of the father, having preschool education and having a computer differ significantly according to some sub-dimensions. As a result of the regression analysis, it was concluded that the variables based on Chai et al. (2015) that explain the knowledge creation efficacy are creative thinking, authentic problem solving, self-directed learning and critical thinking. The study results showed that providing rich learning practices related to teaching thinking skills to students creates positive learning outcomes. This research results also indicated that the students participating in the study had similar perceptions with the students who had rich learning practices. [ABSTRACT FROM AUTHOR]

Objective: Although previous studies have noted that emotional intelligence (EI) might be a significant protective factor for aggressive behavior, the specific mechanisms involved is largely unknown. Based on the General Aggressive Model, this cross-sectional study aims to investigate whether EI will influence aggressive behavior through the mediating roles of positive affect (PA) and negative affect (NA). Methods: A total of 410 primary school students (45.4% females; Mage = 10.35, SD = 0.48, range from 10 to 11 years) from Shenzhen, China, completed questionnaires on EI, aggressive behavior, PA, and NA. SPSS 22.0 was used for reliability test and correlation analysis, and (Hayes, 2013) [1] PROCESS macro (Model 6) was used to examine the multiple mediation model. Results: The results show that (a) EI was negatively associated with children's aggressive behavior; (b) NA partially mediated the link between EI and aggressive behavior in children, and (c) PA and NA sequentially mediated the above link. Conclusion: This study would not only deepen our understanding of how EI is associated with aggressive behavior but also provide valuable suggestions for teachers and parents to more effectively prevent and intervene children's aggressive behavior.

The objective of this study is to assess the correlation between various factors influencing the problem-solving skills of elementary school students. To achieve this, eight hypotheses were formulated and examined using the General Structural Component Analysis (GSCA) technique. We collected questionnaire responses from 240 elementary school students from diverse locations. Google Forms is used for question creation and administration. The experimental findings validated seven assumptions among the eight anticipated correlations between factors. That is, the teacher's actions affect the learning environment; teachers' actions affect learning motivation; learning motivation affects both learning attitudes and metacognition; learning attitude, metacognition and learning environment all directly affect problem solving abilities. The remaining hypothesis was rejected; metacognition had no effect on problem-solving abilities. Overall, the model explains 59.6% of the variance in the data. The impact of this study has been demonstrated through theoretical and practical implications? [ABSTRACT FROM AUTHOR]

Copyright of Necatibey Faculty of Education Electronic Journal of Science & Mathematics Education is the property of Balikesir University, Necatibey Faculty 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.)

STEM for gifted has become a rapidly developing field in gifted education. Many research findings on the use of STEM in the education of the gifted have increased the number of studies on how and in what way it will be applied. This study aimed to examine the effect of STEM for gifted activities on the problem-posing skills of gifted primary school students. The explanatory design of the mixed method was used in the study. The study included 16 gifted primary school students selected by convenient sampling. A problem-posing test and a semistructured interview were used as data collection tools. The effect of STEM for gifted activities on problem-posing skills was determined by the Wilcoxon Signed Ranks test. Semi-structured interviews with gifted primary school students were analyzed with descriptive analysis. At the end of the study, it was concluded that STEM for gifted activities improved the problemposing skills of gifted primary school students and their retention. Gifted primary school students expressed that they liked STEM for gifted activities; they liked the design phase the most, and it increased their interest in science, mathematics, and engineering. Gifted primary school students stated that problem-posing was moderately difficult because they did not do problem-posing activities at school, but their problem-posing skills improved thanks to STEM for gifted activities. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Home Economics of Japan is the property of Japan Society of Home Economics 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.)

Формирование функциональной грамотности – образовательный результат начального общего образования, зафиксированный в новой редакции федерального государственного образовательного стандарта. Данный результат достигается на основе предметных и метапредметных умений. Специфика начальной школы состоит в том, что в 1–4-х классах складывается база для достижения предметных и метапредметных умений. Следовательно, актуален вопрос о соотношении процессов формирования функциональной грамотности и достижения предметных, метапредметных результатов. В качестве концептуальных оснований формирования функциональной грамотности в начальной школе учеными Пермского государственного гуманитарно-педагогического университета определены метапредметная координация и межпредметная интеграция. Ресурс времени для метапредметной координации и межпредметной интеграции предоставляет внеурочная деятельность. Функциональная грамотность традиционно исследовалась как результат образования взрослых и молодежи, формирование функциональной грамотности младшего школьника рассматривается в зоне его ближайшего развития. Следовательно, формирование функциональной грамотности младших школьников возможно на основе индивидуализированного взаимодействия педагога и обучающихся в зонах актуального и ближайшего развития ученика. Особую значимость индивидуализированное взаимодействие приобретает в классах с совместным обучением детей с задержкой психического развития и детей без нарушений развития. Одни и те же способы действия соответствуют зоне актуального развития учеников без нарушений развития и зоне ближайшего развития учеников с задержкой психического развития. Цель исследования – на основе изучения трудностей в освоении программы начального общего образования детьми с задержкой психического развития и детьми без нарушений развития теоретически обосновать, разработать программу курса внеурочной деятельности и методические материалы к курсу, провести их опытную проверку. Исследование вносит вклад в развитие взаимосвязи общей и коррекционной педагогики. Конкретизирована технология индивидуализированного взаимодействия педагога и обучающихся в зонах актуального и ближайшего развития обучающихся. Доказана эффективность данной технологии. Практическая значимость исследования состоит в том, что разработанный курс и комплекс методических материалов к нему могут использоваться в других общеобразовательных организациях, реализующих программы начального общего образования.

Цифровизация системы образования ставит перед педагогом ряд вопросов взаимодействия с обучающимися: освоения современных цифровых средств и ресурсов, безопасности работы в Интернете, воспитания и саморазвития с использованием информационных технологий. Особо остро эти вопросы стоят перед субъектами образовательной деятельности в процессе организации обучения детей младшего школьного возраста. Важно, чтобы рядом со школьниками находились педагоги, готовые формировать цифровую грамотность обучающихся, осуществляя цифровое наставничество. Цель исследования – анализ результатов диагностики педагогов об уровне сформированности цифровой грамотности, реализуемой ими модели цифрового наставничества, влияния этого на процесс формирования цифровой грамотности младших школьников. Материалом исследования послужили данные, полученные в ходе апробации педагогами школ Пермского края результатов прикладного исследования по вопросам формирования функциональной грамотности обучающихся в рамках реализации образовательных программ НОО по направлению «Цифровая грамотность младших школьников» (Гос. задание № 07-00080-21-02 от 18.08.2021 г., номер реестровой записи 730000Ф.99.1). В исследовании использовались такие исследовательские методы, как метод сплошного заочного опроса, метод опосредованного описания, метод экстраполяции, а также анализ, синтез и обобщение полученных данных. В ходе первой части опроса было выявлено, что все респонденты демонстрируют фрагментарные бессистемные представления о цифровой грамотности младших школьников, которыми они иногда оперируют в своей профессиональной деятельности, испытывая при этом острую потребность в мотивировочных инструментах и избегая ответственности за использование цифровых средств в своей деятельности. Около 70 % педагогов реализуют в практической деятельности модель наставничества «учимся вместе» (первый уровень), которая характеризуется осознанием высокого потенциала цифровых технологий, периодическим их использованием в практической деятельности, пониманием важности сотрудничества с коллегами в процессе работы с цифровыми технологиями. Установлена прямая зависимость между уровнями цифровой грамотности наставника и ученика: чем выше уровень владения цифровыми компетенциями педагога, тем выше вероятность раннего приобщения учащихся к цифровым технологиям. Высказанная гипотеза о системности знаний педагогов, включившихся в проект по цифровой грамотности младших школьников, и использовании ими в своей работе разных моделей цифрового наставничества подтвердилась только во второй ее части. Вопросы системности знаний о цифровых ресурсах и формования готовности их использования в образовательном процессе младших школьников требуют дальнейшей проработки.

The aim of the study is to identify the entrepreneurial tendencies of primary school fourth grade students. The study was designed using the survey research model, which is one of the quantitative research methods. The participants of the study are 505 students attending the fourth grade of a primary school affiliated to the Ministry of National Education in the province of Izmir, located in the western region of Turkey, during the 2020–2021 school year. The Personal Information Form developed by the authors and the Entrepreneurial Tendency Inventory for Children (ÇGEE) developed by Yurtseven and Ergün (2018) were used to collect the data of the study. The data obtained were analyzed using the statistical package program. The findings of the study indicate that while a significant difference is found in all of the entrepreneurship tendencies inventory factors in terms of gender, a significant difference is found only in the innovativeness factor based on the number of siblings. Based on the social activities that the students participated in, it is found that there is a significant difference for the students who deal with dancing. While no significant difference was found based on the mothers’ educational background, a significant difference was found in the success and problem-solving factors based on the fathers’ educational background.

Objective: To explore school bullying among primary school students, and to analyze the relationship among different bullying roles, problem behavior and life satisfaction. Methods: A total of 1317 students from grade 4-6 in 7 primary schools of Chongqing were selected and were assessed with the Olweus Bully/Victim Questionnaire（OBVQ）,Strengths and Difficulties Questionnaires（Student Edition）（SDQ） and Satisfaction with Life Scale（SWLS） to evaluate the role of school bullying, problem behavior and life satisfaction respectively. Results: Totally 48.97% of the students were involved in school bullying, including 1.82% of the bullies,35.16% of the victims, and 12.00% of the bully-victims. Bully-victims and bullies had the highest scores of problem behavior, followed by victims and the lowest for those uninvolved. Accordingly, the SWLS scores were significantly lower in those involved in bullying than in those uninvolved. Optimal scale regression analysis showed that school bullying was positively associated with internalizing and externalizing problem behaviors（β=0.19,0.16;Ps <0.001） and negatively associated with life satisfaction（β=-0.14,P <0.001）.Conclusion: There are significant differences in problem behavior and life satisfaction among primary school students with different bullying roles. Being involved in school bullying has a significant negative impact on the mental health development in primary school students. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) is important for students because it is one of the 21st century's skills. Reverse engineering pedagogy (REP) can improve students' CT due to its ability to develop students' cooperativity, algorithmic thinking, creativity, and problem-solving in discipline education. Thus, this study aimed to explore the effect of REP on primary school students' CT skills in STEM learning activities. A total of 101 fifth graders in a primary school participated in the study for one semester (16 weeks), including 51 students in the experimental group (EG) with REP, and 50 students in the control group (CG) with the demonstration method (DM). The computational thinking scale (CTS) was used to measure the CT skills of students in the pretest and posttest. The Wilcoxon signed-rank test and the Mann-Whitney U test were used to analyze the data. The results verified that REP had a fine effect on the improvement of students' CT skills compared to the DM. The findings can provide some ideas for researchers to develop students' CT skills in STEM learning activities. Teachers can use different teaching methods to reasonably arrange teaching activities to develop primary school students' CT skills. [ABSTRACT FROM AUTHOR]

The institution of primary education is the main key to economic education and the forming of economic concepts. On these grounds, is formed the students’ willingness to independent economic activity. Therefore, the content of curricula is improved to understand and form a variety of economic concepts for primary school students. The focus of attention is upon the requirements of great scientific motives, practical skills etc. The economy in primary school should be «transported» on the basis of knowledge, skills and abilities that students received in preschools and families. Students’ knowledge is integrated into the content of other educational fields of knowledge (mathematics, reading, technology, «I explore the world»), in particular primary school students ‒ this is the stage of acquiring basic life knowledge, skills and understanding processes, awareness of their own life experience and environment. Students are involved in the basics of economic literacy, accordingly, they form new economic thinking, get acquainted with the life of people and animals, their needs and ways to meet them, economic laws, creates a basis for further study of economic disciplines in secondary education. Ample attention is also paid to forming such concepts as «economics», «thrift» and «pupil» which are looked, at first sight, distant from each other. But if we consider it as a branch of «smart housekeeping», the economy is looked inseparable from the child from the first life years of the team. It has been underlined that the child’s first acquaintance with the basics of economic knowledge occurs in preschool, when, getting acquainted with the world around him, he first learns that the wealth of the family depends on the father’s and mother’s work, the money used to purchase necessary things in the store. At the same time, the child gets acquainted with such concepts as «price», «more expensive», «economy», «cost», «remainder» and «thrift».

The Malaysian national school curriculum currently lacks resources and tools to enforce CPR education. The aim of this study was to investigate the efficacy of a compression-only cardiopulmonary resuscitation and automated external defibrillator course among primary school students to increase their knowledge and technical skills and improve their attitudes. A quasi-experimental study was conducted using a pre–post non-equivalent design involving 38 students aged 10–12. Cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) knowledge, technical skills, and attitude towards CPR were assessed in a post test with three-month follow-up. Results of the MANOVA analysis showed significant differences in the level of knowledge (F = 10.29, p < 0.001) and attitude (F = 13.87, p < 0.001) based on the students' age group at the time of the post test. The proportion of students who passed the technical skills component differed significantly by age (χ2 = 12.12; p = 0.002) and BMI (χ2 = 6.34; p = 0.041). No significant decay was reported in the total mean scores for knowledge, technical skills, and attitude (F = 0.727, p = 0.54) at 3-month follow-up. The course helped students perform CPR and utilize AED effectively while promoting a positive attitude with up to 3 months of retention, demonstrating the feasibility of extending the course within the Malaysian primary school curriculum. [ABSTRACT FROM AUTHOR]

Copyright of Journal of Yüzüncü Yıl University, Faculty of Education is the property of Yuzuncu Yil University, Faculty 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.)

The shift from face-to-face learning to online learning during the COVID-19 pandemic has made printed teaching materials irrelevant. Teaching materials in online learning need to be designed to be more interactive in the form of electronic teaching materials in order to create two-way communication between teaching materials and students because online learning requires maximum learning autonomy from students. The irrelevance of existing teaching materials causes various learning problems in primary schools such as the teaching materials used do not encourage students' willingness to learn, some students experience learning backwards, and teachers need extra time to correct students' assignments. This study aims to develop electronic student worksheets based on Problem Based Learning (PBL) in primary schools. This development research refers to the ADDIE model as the model consists of systematic stages in an effort to solve learning problems according to the characteristics of the learner. The subjects of this study were 40 grade 3 students of Madrasah Ibtidaiyah (Islamic Primary School) Pembangunan Lamongan. The results showed 1) the validity of the electronic student worksheets in the very valid category based on the assessments of linguists, material experts, design experts, and learning experts, 2) The attractiveness of electronic student worksheets in the very interesting category. Based on the results of this study, the use of electronic student worksheets is appropriate to be used to support the thematic learning process.

A sport is a branch of science that improves and affects people physically, as well as increases the quality and quality of their behavior psychologically. Good peer relations and social environment at school are also effective in the student's sports success. School has an important place in the life of every athlete in terms of features such as the discovery, development, and upbringing of children. Talented athletes with a sports culture will emerge with the cooperation of a family who guides the student correctly and a teacher who acts in accordance with the development of the student. The aim of this research is to examine the psychological well-being of the athlete students who continue their primary school education. The study group of the research consists of 11 men and 4 women, totally 15 primary school students and athletes. The research was conducted with the qualitative study method. The data collection method was carried out using a semi-structured interview form. In the study, 4-item questions prepared by the researchers were used. The questions were asked to the participants face-to-face in the form of semi-structured interviews. All the interviews were recorded with a voice recorder, informing the participants, and then transcribed. In the analysis of the data, the ideas obtained with the semi-structured interview form were evaluated with the inductive method. As a result of the research, when we look at the psychological well-being of primary school athletes, it is seen that environmental factors are more determinant besides the performance results of the athletes. It is seen that the psychological states of the athletes, family structure, parental attitudes and the effects of sisters and siblings are at the forefront. [ABSTRACT FROM AUTHOR]

The aim of this study was to determine the psychometric properties of the cost of the school science scale developed by Toma (2021) by adapting it into Turkish. A translation team was subsequently gathered for the study, translation - back translation processes were carried out, and then validity and reliability analyses were conducted by giving the final version of the scale. The related scale was applied to the 4th grade primary school students studying in Konya, and then normality tests were conducted. The model confirmatory factor analysis of the scale was tested and it was noted that the scale had a two-factor structure. The values of the model have an acceptable fit. In addition, the validity and reliability analyses of the scale were calculated by taking Cronbach's alpha, composite reliability and average variance extracted values into consideration. As a result of the examination, it was decided that the scale is a valid and reliable measurement tool that can be used to calculate the cost perception for science learning at the primary school level. [ABSTRACT FROM AUTHOR]

Copyright of IZU Journal of Education / İZÜ Eğitim Dergisi is the property of IZU Journal 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.)

Copyright of Journal of National Education / Millî Eğitim Dergisi is the property of Milli Egitim Bakanligi 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 Pamukkale University Journal of Education is the property of Pamukkale University Journal 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.)

Introduction Younger schoolchildren with psychological development disorders have low cognitive activity, insufficient development of basic school skills, and a low level of educational motivation. In accordance with the requirements of the educational program for students it is important to develop the ability to predict the results of their actions and deeds. Objectives The study of predictive competence in primary schoolchildren with psychological development disorders. Methods The study involved 60 children aged 8-10 years with a psychological development disorder. To study predictive competence, the methodology “The ability to predict in situations of potential or real violation of social norms” was used. Results The study revealed a low level of the cognitive and speech-communicative spheres of prognostic competence development in primary schoolchildren with psychological development disorders, as well as a deficit in prediction in the field of learning, which includes educational cooperation and educational communication of the child. Generalized statements, a passive position in future situations and pessimistic attitudes prevailed in the predictions of schoolchildren when constructing an image of the future. For schoolchildren the prognosis is presented by monosyllabic answers, with the observable poverty of speech utterances. Conclusions The features of prognostic competence revealed in the study make it possible to develop individual programs for the development of the prognostic abilities of schoolchildren with psychological development disorders, to teach how to predict the development of events in educational activities, to recognize the emotions of the participants in the events. This paper has been supported by the Kazan Federal University Strategic Academic Leadership Program. Disclosure No significant relationships.

Limited research has explored how perceived teacher support and math self-efficacy jointly impact math achievement, as emphasized by social cognitive theory. This study uses both variable-oriented and person-oriented approaches to examine their joint and independent effects. Additionally, it investigates gender differences in math achievement and the moderating role of gender in the impact of perceived teacher support and math self-efficacy. Chinese primary school students (n = 1725, M age = 8.97, 41.62 % girls) in grades 3 and 4 participated. Results show: (1) T1 math self-efficacy positively predicts T2 math achievement in structural equation modeling, with perceived teacher support demonstrates a short-term predictive effect at T1. (2) Significant gender differences in T1 math achievement diminish over time. (3) Person-oriented analysis revealed both the independent and joint effects of perceived teacher support and math self-efficacy on math achievement. These findings offer insights into factors influencing math achievement and ways to enhance it. The study reveals that perceived teacher support independently influences math achievement, suggesting the need for extra support for students with low perceived teacher support. Additionally, it emphasizes the compensatory effect of math self-efficacy, advising practitioners to maintain support for students with low math self-efficacy and high perceived teacher support, and to actively nurture math self-efficacy for those with high math self-efficacy and low perceived teacher support. The joint effect of math self-efficacy and perceived teacher support underscores the importance of tailored support to enhance both aspects. Finally, addressing gender differences, the study highlights the need to provide enhanced support for male students in educational practice. • Independent effect of variables was unearthed by variable-oriented approaches. • Girls outperformed boys in math achievement at T1. • Independent and joint effect of variables were found by person-oriented approaches. • Compensatory effect of math self-efficacy on math achievement was discovered. [ABSTRACT FROM AUTHOR]

Computational thinking (CT) is important for students because it is one of the 21st century’s skills. Reverse engineering pedagogy (REP) can improve students’ CT due to its ability to develop students’ cooperativity, algorithmic thinking, creativity, and problem-solving in discipline education. Thus, this study aimed to explore the effect of REP on primary school students’ CT skills in STEM learning activities. A total of 101 fifth graders in a primary school participated in the study for one semester (16 weeks), including 51 students in the experimental group (EG) with REP, and 50 students in the control group (CG) with the demonstration method (DM). The computational thinking scale (CTS) was used to measure the CT skills of students in the pretest and posttest. The Wilcoxon signed-rank test and the Mann-Whitney U test were used to analyze the data. The results verified that REP had a fine effect on the improvement of students’ CT skills compared to the DM. The findings can provide some ideas for researchers to develop students’ CT skills in STEM learning activities. Teachers can use different teaching methods to reasonably arrange teaching activities to develop primary school students’ CT skills.

Background and objectives: Head louse, also known as Pediculus humanus capitis, is an obligate ectoparasite that is a distributed all around the world. The aim of present study was to determine the prevalence of head lice infestation in primary school students in Tabriz, East Azerbaijan Province, Iran. Methods: Overall, 3,032 students (1,515 boys and 1,517 girls) from 33 primary schools in Tabriz were selected via multi-stage cluster sampling in 2018. The students were examined individually and privately by experts. Head lice infestation was confirmed by detecting adult or nymph or nits less than 1 cm from base of hair. Data analysis was carried out in SPSS software package (version 23). Association of participants’ characteristics with pediculosis infestation was evaluated using logistic regression and chi-square test at significance level of 0.05. Results: Head lice infestation was present in 130 (4.29%) students, while the prevalence of this condition was higher in girls (2.11%) than in boys. The highest prevalence (6.05 %) was observed in children age 6 years old regardless of gender. The rate of head lice infestation was lowest among students aged ≥12 years (3.17%). There was a significant relationship between head louse infestation and parent’s occupation, family size, the frequency of combing and hair style. Conclusion: Although the prevalence of head lice infestation in Tabriz is relatively low, screening and treating schoolchildren should be done continuously in order to reduce the infestation rate.

This study examined the effect of self-support on loneliness, the mediation effect of school belonging, and the moderation effect of self-esteem using a sample comprising 1,126 Chinese mainland primary school students, 621 are boys and 505 are girls, and their mean age was 10.51 years (SD = 1.63, range 8–13). Participants completed questionnaires regarding self-support, loneliness, school belonging and self-esteem. In the model hypothesis, self-support is an independent variable, loneliness is an outcome variable, school belonging is a mediating variable, and self-esteem is a regulatory variable. After controlling the demographic variables, the data were analyzed, and the results showed that: (1) self-support had a significantly negative predictive effect on loneliness; (2) the relation between self-support and loneliness was mediated by school belonging; and (3) the relation between school belonging and loneliness was moderated by self-esteem, supporting the moderated mediation model. Moderated mediation analysis further indicated that the mediated path make loneliness weaker for pupils with higher levels of self-esteem. These results revealed the formation mechanism of loneliness in primary school students and have certain enlightenment significance for the intervention of loneliness in primary school students. These results revealed the formation mechanism of loneliness among primary school students and have significant implications for interventions against loneliness in the primary school context. [ABSTRACT FROM AUTHOR]

Copyright of Continuing Professional Education: Theory & Practice is the property of Continuing Professional Education: Theory & Practice 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.)

Nitrogen dioxide (NO2) is one of the most dangerous air pollutants as regards human health. Increased traffic volumes on the east-lane roadside of South Sumatra have led to increased NO2 concentrations. In terms of age and NO2, children are the greatest risk group. The aim of this research was to estimate health risks of NO2 and analyze the correlation between exposure and lung capacity. This was an analytical study, with a cross-sectional design and risk analysis. The study group consisted of 100 children of primary school age. The results showed that the noncancer hazard index (HI)for NO2 exposure based on real-time data was 1.138. In the study population, as shown by the noncancer HI, 22% of students in OganIlir were classified as not at risk (HI < 1), whereas 78% were classified as at risk (HI ≥ 1). According to the results of simple linear regression, FEV1 (Pearson’s test: 0.0001) and FVC (Pearson’s test: 0.0001) showed a significant correlation with noncancer NO2 risk. The results of simulations suggested that a value of 0.176 mg/m3 can be used as a quality standard recommendation (health advisory) for NO2 exposure in roadside schools, especially schools abutting inter-provincial roads in South Sumatra

Рассматривается вопрос организации проектной деятельности в начальной школе как личностно ориентированной технологии, объединяющей в себе различные подходы, методы, методики. Даны характеристики основных сложностей, возникающих в процессе организации проектной деятельности, которые заключаются в неумении младших школьников, в связи с психолого-физиологическими особенностями развития, действовать самостоятельно и стремлении учителей давать прямые инструкции, подавлять и сдерживать инициативу обучающихся. Наиболее существенным фактором в процессе организации проектной деятельности с младшими школьниками является использование творческого, личностно ориентированного подхода, так как реализация каждого проекта предполагает наличие сотрудничества обучающегося и учителя, их сотворчества и совместного исследовательского поиска. Выделены и охарактеризованы основные проектные умения, сформированность которых свидетельствует о возможности успешной организации проектной деятельности с младшими школьниками. Приведены результаты исследования по выявлению уровня сформированности проектных умений у второклассников (поисковые умения, коммуникативные умения, умения и навыки работы в сотрудничестве, рефлексивные умения, организационно-практические проектные умения). Экспериментальное исследование проводилось в условиях учебного процесса при подготовке к организации проектной деятельности и выполнении различных диагностических заданий.

This study examined the effect of self-support on loneliness, the mediation effect of school belonging, and the moderation effect of self-esteem using a sample comprising 1,126 Chinese mainland primary school students, 621 are boys and 505 are girls, and their mean age was 10.51 years (SD = 1.63, range 8–13). Participants completed questionnaires regarding self-support, loneliness, school belonging and self-esteem. In the model hypothesis, self-support is an independent variable, loneliness is an outcome variable, school belonging is a mediating variable, and self-esteem is a regulatory variable. After controlling the demographic variables, the data were analyzed, and the results showed that: (1) self-support had a significantly negative predictive effect on loneliness; (2) the relation between self-support and loneliness was mediated by school belonging; and (3) the relation between school belonging and loneliness was moderated by self-esteem, supporting the moderated mediation model. Moderated mediation analysis further indicated that the mediated path make loneliness weaker for pupils with higher levels of self-esteem. These results revealed the formation mechanism of loneliness in primary school students and have certain enlightenment significance for the intervention of loneliness in primary school students. These results revealed the formation mechanism of loneliness among primary school students and have significant implications for interventions against loneliness in the primary school context.

The Malaysian national school curriculum currently lacks resources and tools to enforce CPR education. The aim of this study was to investigate the efficacy of a compression-only cardiopulmonary resuscitation and automated external defibrillator course among primary school students to increase their knowledge and technical skills and improve their attitudes. A quasi-experimental study was conducted using a pre–post non-equivalent design involving 38 students aged 10–12. Cardiopulmonary resuscitation (CPR) and automated external defibrillator (AED) knowledge, technical skills, and attitude towards CPR were assessed in a post test with three-month follow-up. Results of the MANOVA analysis showed significant differences in the level of knowledge (F = 10.29, p < 0.001) and attitude (F = 13.87, p < 0.001) based on the students’ age group at the time of the post test. The proportion of students who passed the technical skills component differed significantly by age (χ2 = 12.12; p = 0.002) and BMI (χ2 = 6.34; p = 0.041). No significant decay was reported in the total mean scores for knowledge, technical skills, and attitude (F = 0.727, p = 0.54) at 3-month follow-up. The course helped students perform CPR and utilize AED effectively while promoting a positive attitude with up to 3 months of retention, demonstrating the feasibility of extending the course within the Malaysian primary school curriculum.

Copyright of Turkish Studies - Educational Sciences is the property of Electronic Turkish Studies 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 Journal of Psychological & Educational Sciences is the property of Journal of Psychological & 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 Journal of Kirsehir Education Faculty is the property of Journal of Kirsehir Education Faculty 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 Chinese Journal of Contemporary Pediatrics is the property of Xiangya Medical Periodical Press 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.)