6th Grade Boys Research Articles

The Effects of Art Integration on Math Achievement of 6th Grade Male Students

The United States educational system continues to cut back on art programing; however, international statistics report countries with a stronger art presence continuously perform at higher academic levels. Art integration provides multiple pathways through curriculums and enables engaging learning environment. Art integration refers to three forms of art collaboration: learning in core subjects with and through the arts, creating interdisciplinary connections throughout curriculums and collaboration engagement. When all three of these forms are combined, casual relationships with increased student achievement and higher levels of engagement are formed. This study examined the effects of art integration on math achievement on male middle school students. The control and experimental group completed a pre- and post-test to assess academic achievement. The control group received math instruction from the math teacher using textbooks, teacher created problems, and only math content, while the experimental group received math instruction with art integration. Student engagement was also measured for both groups. It was hypothesized that art integration would increase academic achievement and student engagement in math for 6th grade boys. Results from four independent sample t-tests supported the hypothesis.

The Factor Structure of Coordination Abilities Development in 5th-7th Grade Boys

The objective is to determine the structure of coordination abilities development in 5th-7th grade boys. Materials and methods. The participants in the study were boys of the 5th grade (n=21), 6th grade (n=20), and 7th grade (n=19). The paper used analysis and generalization of the scientific and methodological literature data, general scientific methods of theoretical level, namely: analogy, analysis, synthesis, abstracting, induction, as well as general scientific methods of empirical level: observation, testing, experiment. To evaluate of the motor preparedness, the results of motor tests, height and body weight were recorded. The materials of the study were processed in the statistical analysis program IBM SPSS 20. Factor analysis was carried out using a model of the principal components with the rotation method: Variamax with Kaiser normalization. Results. Analysis of the similarities shows that the most informative in the structure of the 5th grade boys’ motor preparedness are Test 9 “Static Equilibrium Evaluation by E. Ya. Bondarevsky’s Method” (,999), Test 2 “Standing Long Jump (cm)” (,998), Test 10 “Dynamic Equilibrium Evaluation by Bess Method” (,916); for the 6th grade boys such are Test 9 “Static Equilibrium Evaluation by E. Ya. Bondarevsky’s Method” (1.0), Test 2 “Standing Long Jump (cm)” (,999), Test 5 “Sit-Up for 30 sec.” (,968), Test 10 “Dynamic Equilibrium Evaluation by Bess Method” (,918); for the 7th grade boys such are Test 2 “Standing Long Jump (cm)” (,994), Test 9 “Static Equilibrium Evaluation by E. Ya. Bondarevsky’s Method” (,987), Test 10 “Dynamic Equilibrium Evaluation by Bess Method” (,945). Conclusions. The most informative in the structure of 5th-7th grade boys’ coordination abilities is vestibular tolerance. For pedagogical control of 5th-7th grade boys’ motor preparedness the following can be recommended: Test 2 “Standing Long Jump (cm)”, Test 9 “Static Equilibrium Evaluation by E. Ya. Bondarevsky’s Method”, Test 10 “Dynamic Equilibrium Evaluation by Bess Method”.

“Keep that in mind…You’re Gonna go to College”: Family Influence on the College Going Processes of Black and Latino High School Boys

This article highlights the voices of two 11th grade boys of color (one Black and one Latino), attending one U.S. urban charter school, as they describe the various ways their families supported their college going efforts. This study finds that these participants were equipped with what the author conceptualizes as college going familial capital, which describes the rich knowledge, information, inspiration and resources students of color gain from their families (nuclear, extended, and fictive kin), transferred through lessons, values, practices, and beliefs, that serve as rationale, motivation, and support for securing postsecondary educational attainment. College going familial capital was encompassed in the ways the families of participants valued college for economic betterment and emphasized its importance to participants from an early age. College going familial capital was gained when participants assessed the experiences of various family members when they considered the role of college in their own lives. Implications suggest that as educators support the collegiate aspirations of Black and Latino boys, they should consider and employ students’ already existing college going familial capital.

Analysis of Motor Abilities Development in Male and Female High Schoolers

The pupose of the research is to define the peculiarities of motor abilities development in male and female high schoolers.
 Materials and methods. To solve the tasks set, the research relies on the following methods used: analysis of scientific literature, pedagogical testing and methods of mathematical statistics of data reduction. The participants in the study were 10 boys and 14 girls of the 10th grade, 14 boys and 10 girls of the 11th grade.
 Conclusions. The level of motor abilities development in the 10th-11th-grade girls and the 11th-grade boys is at the sufficient level, while this level in the 10th-grade boys is average.
 The statistically significant difference between the 10th-grade boys and girls is observed in the following tests: assessment of time parameters of movement (error in 10 seconds), assessment of perception of strength parameters of movement (standing long jump at ½ of MAX), bending and unbending of arms in suspension, bent suspension. The boys performed better in these tests than girls.
 The statistically significant difference between the 11th-grade boys and girls shows in the following tests: jumping with “increases of weight”, assessment of time parameters of movement (error in 5, 10 seconds), assessment of perception of strength parameters of movement, shuttle run, bending and unbending of arms in suspension, bent suspension. The girls performed better in jumping with “increases of weight”, assessment of time parameters of movement, assessment of perception of strength parameters of movement.
 The correlation analysis of the indicators of motor abilities development proves that the “shuttle run” test has more connections with the other tests in case of the 10th-grade girls (3 сonnections at r > 0.6); for the 10th-grade boys such tests are “bending and unbending of arms from the lying position”, “bending and unbending of arms in suspension” (5 сonnections at r > 0.6); for the 11th‑grade girls — “bending and unbending of arms from the lying position”, “bending and unbending of arms in suspension” (3 сonnections at r > 0.6); for the 11th-grade boys — “standing long jump at 2/3 of МАХ” (10 сonnections at r > 0.6).

Means of Speed-Strength Abilities Development in Physical Training Classes with 10th Graders

The purpose of the research is to determine the means of development of speed-strength abilities manifesting in jump-offs in jumping exercises in classes with the 10th graders in order to improve the compliance with the standards of physical preparedness.
 Materials and methods. Analysis and collation of scientific and methodological literature, special preparedness testing, methods of mathematical statistics. The participants in the experiment were eight 10th-grade boys who turned fifteen or sixteen at the time of the experiment.
 Research results. During the experiment, we used the following tests: standing long jump, 30‑meter race from the standing start, standing triple jump. We suggested that the pupils perform special exercises: jumping on two legs and pulling up bent legs to the chest, repeated jumps on two legs over obstacles, jumping on two legs over the gymnastic bench while moving along the bench, jumping off a 60-70-cm height landing in half-squat, jumping off a 30-40-cm height onto two legs followed by a jump over obstacles (3-4 low barriers).
 Conclusions. When performing jumping exercises, it is necessary to create conditions for the reactive-ballistic type of muscle contractions. Experimental exercises were selected by the criteria of “the dynamic compliance principle” to correspond, fully or partly, to the nature of motor activity: motor structure, jump-off biodynamics, muscle tension regime, peculiarities of manifestation of speed-strength abilities.

Peculiarities of Evaluation of Motor Abilities Development in 10th-11th-Grade Boys

The purpose of the research is to determine the main indicators of motor abilities development in the 10th-11th-grade boys.
 Materials and methods. To achieve the tasks set, the research relied on the following methods: analysis of scientific and methodological literature, pedagogical testing and methods of mathematical statistics. The participants in the study were 28 high-school boys (14 boys of the 10th-grade and 14 boys of the 11th-grade).
 Conclusions. The general level of motor readiness of the 10th-11th-grade boys is evaluated as average. The 10th-11th-grade boys showed statistically significant deviations in the tests intended to reveal their coordination abilities, relative strength and speed-strength abilities (p <0.05), which indicates a certain tendency to improve the general level of motor readiness and influence of the age-related peculiarities on the motor abilities development in high-school boys. By the level of functional readiness, the 10th-11th-grade boys belong to a group of healthy untrained boys. The informative indicators of the motor abilities development and functional readiness for the 10th-grade boys are the following tests: “Standing long jump”, “Shuttle run 4×9”, “Bending and unbending of arms from the lying position”, “Stange’s test”. For the 11th-grade boys such tests are “Standing long jump without visual control with efforts 2/3, error %”, “Evaluation of movement time parameters (5 s running)”, “Bent suspension”, and “Stange’s test”.

Abstract A57: Bug Your Doc: Get 3 shots! – A culturally appropriate social marketing intervention to increase HPV vaccination

Abstract HPV vaccination is recommended for all children ages 11-12, with catch up for females to age 26 and males to age 21, for prevention of HPV-associated cancers, which disproportionately affect African Americans. However, uptake of HPV vaccine has lagged far behind that of other adolescent vaccines recommended for the same ages (meningococcal and Tdap), and completion was lower among African Americans than whites until 2013. The purpose of this study was to pilot test a culturally-appropriate social marketing intervention targeting parents of African American pre-adolescents to increase initiation and completion of the 3-dose HPV vaccine series, using a community-engaged approach. A Community Advisory Board (CAB) and Teen and Parent Committee participated in the development of the intervention. While the messages were developed to be culturally-appropriate for African American parents based on formative research, the CAB wanted to ensure that the intervention was designed to be appropriate for use with families of diverse backgrounds. The goal of the “Bug Your Doc: Get 3 Shots!” social marketing intervention was to encourage parents to ask their child's doctor for all three pre-teen vaccines, including HPV vaccine, when they update their immunization record for 7th grade entry. This strategy aimed to “normalize” the HPV vaccine as just another routine vaccination for both boys and girls, rather than treating HPV vaccine as different. The messages focused on parents' desire to protect their children from harm (serious illnesses). Intervention materials included a short educational video, website (www.get3shots.org), promotional flyer, and refrigerator magnet. We used a two-group, delayed crossover design to pilot test the intervention materials with groups of parents in a workshop format, compared to a workshop on an unrelated topic. Participants were recruited through community-based organizations and university email listservs, and were able to attend the different workshops at the same location. We enrolled a convenience sample of 36 parents of 5th and 6th grade boys and girls (73% African American), of whom 29 completed two-month follow-up before crossover. Based on parent self-reports, very few children had already received any dose of the HPV vaccine at baseline, which was not significantly different between study arms (0% control, 12.5% intervention). By two month follow up, 43.8% of the parents in the intervention arm reported that they had obtained the HPV vaccine for their child, compared to no change in the control arm (0%). This difference was significant at p<.05, indicating a significant effect of the intervention on increasing HPV vaccine uptake. Qualitative feedback from parents also indicated that the parents liked the materials and found the information to be useful. These intervention materials could be used for parent/patient education in a variety of contexts, such as healthcare practices, schools, and community organizations, to improve parent knowledge and acceptability of the HPV vaccine as part of the adolescent vaccine platform and to increase vaccination. Increasing HPV vaccine uptake among African American adolescents will contribute to reducing disparities in incidence and mortality from HPV-related cancers. Citation Format: Pamela C. Hull, Elizabeth A. Williams, Dineo Khabele, Caree R. McAfee, Maureen Sanderson. Bug Your Doc: Get 3 shots! – A culturally appropriate social marketing intervention to increase HPV vaccination. [abstract]. In: Proceedings of the Eighth AACR Conference on The Science of Health Disparities in Racial/Ethnic Minorities and the Medically Underserved; Nov 13-16, 2015; Atlanta, GA. Philadelphia (PA): AACR; Cancer Epidemiol Biomarkers Prev 2016;25(3 Suppl):Abstract nr A57.

School meal acceptance depends on the dish, student, and context

Students (n=127) from grades 3, 6, and 8 (8–15-year-old) evaluated 13 school meals with special attention to main dishes. Hedonic ratings (1=really bad, 7=really good) of 1109 meals, perceived hunger prior to eating, and aspects of the eating context were rated. Attitudes to school meals and food neophobia were measured. Considerable differences were observed in responses to main dishes, soups being better accepted than casseroles or dishes served with starches. A semi-trained laboratory panel (n=17) characterized the best liked main dishes as being recognizable by appearance, odor and flavor, and bright and colorful, while the least liked dishes were described as having fatty mouth feel and cheesy odor and flavor. Hedonic ratings of main dishes were highly correlated with overall meal ratings. The 3rd graders rated the main dishes higher than 6th and 8th graders, who perceived them as too low in spiciness and not hot enough when served. Typically, 3rd grade boys rated the meals most positively and 6th grade boys most negatively. Attitudes to school meals were more positive in 3rd graders than in higher-grade students. In regression analysis explaining 29.7% of variation, hedonic ratings of the meals were positively predicted by attitudes to school food, perceived hunger, and appropriate queuing in the canteen, and negatively predicted by food neophobia and being a 6th or 8th grader. In conclusion, sensory characteristics of main dishes greatly affect the popularity of school meals; and means to impact the negative attitude to school food in teenage would be of great use.

Thirteen years secular trends reveal a dramatic drop in recommended daily physical activity in Swedish youth – a smartphone effect?

Background: Regular physical activity (PA) provides a substantial health benefit for children. Monitoring physical activity would help in developing policies and guidelines to increase activity levels. Evaluation and comparison of physical activity across time have several underlying assumptions. Thus, it is fundamental to compare matching populations, and to use the same measurement technique, instrument and test protocol during similar test conditions. In a study of secular trends of pedometer determined physical activity in 7–9 year old Swedish children, physical activity increased during 2000–2006 and in another study of children aged 13–14 years reported no significant decrease in PA during 2000–2008. Could this positive finding hold true even over a longer time span in Sweden? To our knowledge, longer time spans of pedometer-determined PA trends have never been published. Purpose: To explore secular trends of pedometerdetermined physical activity (PA), body mass index (BMI), the percentage to meet recommendations of daily PA and the percentage of overweight/obese from 2000 to 2006 and 2013 in second graders from the very same two schools and from 2000 to 2013 in fifth graders. Methods: Trends between three cross sectional cohorts from five schools in 2000, and from two schools in 2006 and 2013 were analysed. Participating 2nd graders were n 2000 126 (57 girls), in 2006 84 (42 girls) and in 2013 (44 (23 girls), and 5th graders in 2000 105 (53 girls) and in 2013 38 (18 girls). During four consecutive weekdays, physical activity data were collected, height and weight measured, and BMI computed. Identical instruments and procedures were used on all three occasions. One-way ANOVA Post hoc Scheffe was applied for analysis. Results: In 2nd grade girls a significant increase of PA from 2000 to 2006 was observed (p< 0.01), and followed by a stable level between 2006 and 2013. No significant differences between the boy’s cohorts were seen. In 5th grade boys a significant decrease was observed between 2000 and 2013 with a drop in average daily PA from 16670 to 12704 (p< 0.01) In girls level of PAwas stable between 2000 and 2013. The percentage fulfilling upper endpoint for both boys (15,000 steps) and girls (12000 steps) to achieve the 60minutes of MVPA recommendation was higher in 2013 compared to 2000 for both genders in second grade, for fifth graders it dropped from 71% to 61% and from 76% to 20% between 2000 and 2013 in girls and boys respectively. Conclusion(s): Secular trends of PA differ between boys and girls. 2nd graders and 5th grade girls were largely stable whereas PA in 5th grade boys dropped by 24% between 2000 and 2013. Changing recess and leisure time habits such as smartphone use could be one of the causes. Implications: This study, point out the possible magnitude of unlimited smartphone use during recess or leisure time on children’s physical activity and the need to further study this phenomena.

A Longitudinal Examination of the Relationship Between Media Use and Self-Competence During Adolescence

The primary goal of this longitudinal study was to examine whether media use predicts adolescent self-competence and/or whether adolescent self-competence predicts media use. The sample included 1,031 10th and 11th grade boys and girls from the United States. The adolescents completed a self-report questionnaire in 2007 and 2008 to assess their media use (talking and texting on the phone, listening to music, e-mailing/IMing, playing video games, and working on the computer) and self-competence (social competence, scholastic competence, athletic competence, and perceived physical appearance). Path analysis results revealed that media use had a minimal effect on adolescent self-competence. In contrast, adolescent self-competence consistently predicted media use. Results from this study highlight the need to examine both directions of influence between adolescent media use and adjustment.

Boys, Be Independent! Conformity Development of Japanese Children in the Asch Experiment without Using Confederates

The Asch tasks were presented to 20 foursomes of Japanese 7th graders (10 boy- and girl-four-somes) by means of a presentation trick so that one participant observed different stimuli than the other three. The response order was randomly assigned and the third responders observed different standard lines from the other three children. The results showed that the minority children who had observed different stimuli tended to conform to the majority. Combined with the previous results utilizing the same experimental procedure with two different age groups— six-year old children and undergraduates—a clear tendency was found for Japanese boys becoming more independent as they matured. Six-year-old Japanese boys conformed considerably, while male undergraduates seldom conformed, and the 7th grade boys in the present study showed a moderate level of conformity. On the other hand, Japanese girls showed the same conformity frequencies regardless of age.

ASSOCIATION BETWEEN SCREEN-BASED SEDENTARY BEHAVIOR AND LEISURE-TIME PHYSICAL ACTIVITY AMONG LITHUANIAN 5–7TH GRADE SCHOOLCHILDREN

Research background. The prevalence of obesity and chronic diseases among adolescents is rising rapidly in many Western European countries, including Lithuania (Zaborskis, Raskilas, 2011; Currie et al., 2012). Physical activity levels of children and adolescents have declined, whereas in contrast sedentary behavior has increased during the last few decades. In this study based on the cities and districts of Lithuanian population, leisure time physical activity and screen-based sedentary behaviors among 5–7th grade schoolchildren were assessed. The aim of the research was to evaluate association between screen-based sedentary behavior and leisure-time physical activity among Lithuanian 5–7th grade schoolchildren. Research methods and organization. Applying nested random selection / sampling method, 1117 schoolchildren of 5–7th grades from ten Lithuanian pro-gymnasiums, gymnasiums and secondary schools located in different cities and districts were selected. The study was conducted in 2013. The respondents were given a Questionnaire to identify schoolchildren’s demographic data, assess physical activity levels (recommended by the WHO) as well as the levels of time for screen-based sedentary behaviors. Results. In the survey it was established that only 23.3 % of schoolchildren were sufficiently physically active during their leisure time. The average length of TV watching was 3.30 ± 1.67 hours, playing computer 3.51 ± 1.86 hours and internet use 3.41 ± 1.85 hours on week-days. 7th grade girls engaged more frequently in TV watching as compared to 7th grade boys (p &lt; 0.01). The time of playing computer games was higher among boys compared to girls (p &lt; 0.001), but the time of internet use was higher among 6th grade girls compared to 6th grade boys (p &lt; 0.05). The main factors that led to the lack of sufficient physical activity were female gender, senior grade and the higher time of playing computer games and searching the internet. Conclusions. The association between the time of screen-based sedentary behaviors and leisure time physical activity were determined. These study results encourage research of the relations between “exergame” and physical activity among schoolchildren. Keywords: physical activity, screen-based sedentary behaviors, schoolchildren.

Association of outdoor recreation availability with physical activity and weight status in Minnesota youth

ObjectiveExamine macro-level associations of youth physical activity (PA) and weight status with availability of outdoor recreation resources (i.e., parkland, forestland, natural preserves, nonmotorized trails, and motorized trails) across counties in Minnesota. MethodsHierarchical regression models examined if availability of recreation resources significantly improved prediction of PA and weight status of 9th and 12th grade boys and girls (2010) across Minnesota counties. ResultsThe inclusion of county-level densities of recreational land variables did not produce a significant increase in R2 for any of the models predicting 9th grade outcomes, yet county-level densities of recreational trails did significantly increase R2 for both levels of PA and weight status. In contrast, the inclusion of recreational trails did not produce any significant increases in R2 for 12th grade outcomes, although the inclusion of recreational land did significantly increase the R2 for 12th grade girls achieving 30min of PA 5 or more days of the week. ConclusionFindings indicate that various recreational land and trail types may have different impacts on and associations with PA and health outcomes. As such, it is important that future studies focus not only on parks, but also on other types of recreational lands and trails as well.

Process evaluation for a school-based physical activity intervention for 6th- and 7th-grade boys: Reach, dose, and fidelity

The purpose was to evaluate the reach, dose, and fidelity of Guys Only Activity for Life (G.O.A.L.), a 7-week pilot intervention conducted from February to March 2011 to increase 6th and 7th grade boys’ moderate-to-vigorous physical activity (MVPA). One middle school was randomly assigned to the G.O.A.L. intervention and another from the same urban school district in the Midwestern U.S. to a comparison condition. Thirty boys, ages 10–14 years, participated in each school. The intervention, guided by the Health Promotion Model (HPM) and Self-Determination Theory (SDT), consisted of a 90-min after-school physical activity club 4 days/week and one motivational interviewing session with a registered (school) nurse. Data were gathered via attendance records, club observations, heart rate monitors, audio-taping of motivational interviewing sessions, and surveys. On average boys attended the club 2.11 days/week (SD=.86). A trained independent process evaluator reported that the physical activity club instructors provided the boys with the opportunity for a mean of 25.8min/day of MVPA. Using a four-point Likert scale (1=disagree a lot; 4=agree a lot), the process evaluator perceived that the club was delivered with high fidelity and adherence to the underlying theories (M=3.48; SD=0.39). Sessions with the nurse lasted an average of 13min, 29s. All boys attended. Two trained independent coders indicated that the nurse demonstrated at least beginning proficiency for all tasks associated with motivational interviewing, with the exception of using sufficient open- as opposed to closed-ended questions and reflections compared to questions. Fidelity related to session delivery and adherence to the theories was high (M=3.83; SD=0.19). The process evaluation data indicated that strategies are needed to increase attendance and boys’ MVPA during the club time.

Callous-Unemotional Traits and Conduct Disorder Symptoms as Prospective Risk Factors for Adolescent Sexual Activity

Conduct disorder (CD) has been shown to increase risk for adolescent sexual activity and pregnancy. Despite increasing evidence underscoring callous-unemotional (CU) traits as a marker for youth with CD prone to especially poor outcomes, researchers have yet to explore whether CU traits confer additional risk of early sexual intercourse, unprotected sex, and pregnancy. The Developmental Pathways Project sample, including 471 ethnically diverse 6th-grade boys and girls followed into 12th grade, was used to examine whether CU traits and CD symptoms in 6th grade uniquely and/or synergistically predicted having sexual intercourse by age 13 as well as unprotected sex and pregnancy by 12th grade. Parent-rated CU traits and CD symptoms interacted to predict young adolescents having sexual intercourse, such that youth with elevated CU traits and CD symptoms in 6th grade were more likely to reporting having sex by age 13 than those with low CU traits and/or low CD symptoms. Elevated CD symptoms, but not CU traits, uniquely increased risk of pregnancy by 12th grade. Neither CU traits nor CD symptoms predicted engagement in unprotected sex in 12th grade. Our findings indicate that adolescents with conduct problems and CU traits are especially at risk for early sexual intercourse. Conversely, elevated CU traits do not appear to increase risk of unprotected sex or pregnancy among young adolescents with conduct problems. Research is needed to replicate these findings and to explore mechanisms underlying the association between CU traits, CD symptoms, and early adolescent sexual activity.

건강 걷기 운동이 초등학교 5, 6학년 학생의 체격·BMI 및 체력에 미치는 영향

The purpose of this study was to compare and analyze the effects of fitness walking exercise on physique, BMI(body mass index) and physical fitness of 5th and 6th grade elementary children. The subjects for this study were 200 children(57 boys and 39 girls in the 5th grade, and 59 boys and 45 girls in the 6th grade) at S Elementary school in Busan. The students were divided into 3 groups. Group 1 walked more than 500 km. Group 2 walked less than 500 km but more than 200 km and Group 3 walked less than 200 km for 6 months. The result of exercising for 6 months affected the physique, BMI and physical fitness of the students analyzed as follows: In physique, height, weight and BMI had significantly positive increased in the 5th and 6th grade boys and girls in all groups as comparing before and after exercising. In physical fitness, there were significantly positive increased on 50 m run, sit-ups, standing long jump, sit-and-reach, 1000 m run-walk had in all groups by stages(group 1 > 2 > 3) as comparing before and after exercising. In compare groups after exercising, there were significantly positive increased in physical fitness on group 1 more than group 3. These results indicate that fitness walking exercise by long time is effective to improve physique and physical fitness in normal elementary school students. However, for fitness walking exercise of the positive effects are necessary to change of teachers and parents personal mind.

After-school setting, physical activity, and sedentary behavior in 5th grade boys and girls

After-school hours are considered critical for children's physical activity (PA) and sedentary behaviors (SB); however, whether the after-school setting influences children's activity patterns is unknown. This study examined the influence of after-school setting (i.e., parent report of the child's usual after-school setting) on 5th grade children's PA and SB, and differences by race/ethnicity. Boys whose parents reported they usually attended an after-school program had higher PA than boys who usually went home after school. A significant interaction between race/ethnicity and after-school setting showed that minority girls whose parents reported they usually attended an after-school program had higher PA and engaged in less SB compared with those who usually went home, whereas the activity patterns of white girls did not differ by after-school setting. Children's usual after-school setting affects their activity patterns; after-school programs may potentially increase PA in boys and minority girls.

Single-Sex School Girls Outperform Girls Attending a Co-Educative School in Mental Rotation Accuracy

Do girls attending a single-sex school outperform their same-sex counterparts attending co-educative schools when solving a mental rotation task known to produce substantial gender differences favoring males? In total, 252 German pupils (126 8th/12th graders each) attending single-sex (84 girls) or co-educative (84 boys and girls each) high-schools in North-Rhine Westphalia (west Germany) participated. All pupils completed the “Mental Rotations Test” (MRT). We found that in grade 12 girls attending a single-sex school outperformed their same-sex counterparts attending co-educational schools. In grade eight no differences between both groups were observed. As expected, the well known gender difference between 12th grade boys and co-educative girls had been found. Expectations as well as possible consequences are discussed.

Sex differences in relational and overt aggression in the late elementary school years

Sex differences in relational and overt aggression among 3rd (n=176), 4th (n=179), and 5th graders (n=145) from three public schools (n=500; 278 girls) were examined. Nominations of relational aggression increased over time among 4th and 5th grade girls, but not among boys or 3rd grade girls. Among 3rd graders, boys received more nominations for relational aggression than girls. By the end of the 5th grade, girls received more relational aggression nominations than boys. There was also a significant rise in nominations of overt aggression among 5th grade girls, but not among 5th grade boys or younger boys and girls. As expected, boys were more likely than girls to be nominated for overt aggression at all grade levels. The findings are helpful for explaining inconsistencies of earlier research pertaining to sex differences in relational aggression and for advancing our understanding of the causes of aggression.

Cut-Offs for Screening Prolonged QT Intervals From Fridericia's Formula in Children and Adolescents

The corrected QT interval (QTc) according to Bazett's formula (QTc = QT/RR(1/2)) has been used in clinical practice. Bazett's formula, however, overcorrects the QT interval at fast heart rates and undercorrects it at low heart rates. Guidelines and some investigators have recommended using Fridericia's formula (QTc = QT/RR(1/3)) in these cases, especially in tachycardic subjects. The aim of the present study was to determine cut-offs for QTc suitable for screening pediatric subjects with prolonged QT intervals, based on manually measured values corrected by Fridericia's formula in a large number of subjects. Three consecutive QT and RR intervals were measured in 4,655, 4,655, and 5,273 1st, 7th, and 10th graders, aged 6, 12, and 15 years, respectively. Each QT interval was corrected by Fridericia's formula, and mean values were calculated. Determination of the cut-offs for screening was based on the prevalence of abnormal electrocardiographic phenotypes of 1:1,164 and on the upper 0.025 percentile in the QTc distribution derived from previous studies. The tentative cut-offs suitable for screening subjects with prolonged QT intervals were 430 ms for 1st graders, 445 ms for 7th graders, and 440 and 455 ms for 10th grade boys and girls, respectively. These tentative cut-offs can be used to screen subjects with prolonged QT intervals in the clinical setting. Further studies are needed to confirm their validity.