Behavior Of Elementary Students Research Articles

Assessing elementary students’ collaborative problem-solving in makerspace activities

PurposeThe purpose of this study is to identify and assess collaborative problem solving (CPS) behaviors in elementary students in science, technology, engineering, arts/humanities and mathematics (STEAM)-related making and to garner students perspectives. We offer a valid way for researchers to understand collaborative processes and for educators to create opportunities for collaboration. Additionally, the feedback from the assessment offers students a way to reflect on their CPS skills.Design/methodology/approachThis qualitative study evaluated 52 elementary students’ CPS skills using co-measure, a validated rubric assessing students’ CPS when working in STEAM-related makerspace activities. Students worked in collaborative groups to “make” artifacts when solving a problem posed by their teacher. They were assessed using co-measure’s four dimensions: peer interactions, positive communication, inquiry rich/multiple paths and transdisciplinary approaches and scored via each dimension’s associated attributes. Student interviews provided their perspectives on CPS.FindingsA majority of students scored in the acceptable or proficient range in the social dimensions of peer interactions and positive communication. Students scored slightly lower on the cognitive dimensions of inquiry rich/multiple paths and markedly lower on transdisciplinary approaches when collaborating. Findings suggest to increase CPS skills, teachers might develop “making” activities fostering greater inquiry and model ways to strategize and verify information, approach the problem drawing on student interest and prior knowledge and collaboratively use tools, materials and methods that mimic the real world when problem-solving.Originality/valueMuch of the current research on assessing CPS during making is in the early stages of considering appropriate assessment approaches, especially in schools. To expand this literature the study includes elementary students between the ages of 6-10, the focus is on assessing their collaboration using an observational rubric. The authors use preliminary findings from young children’s perspectives on making to position the future work.

A new model for assessing the impact of environmental psychology, e-learning, learning style and school design on the behavior of elementary students

Purpose The purpose of this paper is to investigate the literature on the treatment of primary pupils and inspecting the role of environmental psychology, e-learning, learning style and school design on the behavior of students in elementary schools. Design/methodology/approach A questionnaire was designed to evaluate the components of the model. Experts with significant experiences in the field of students’ behavior revised the surveys. Data were collected from 400 teachers of the elementary schools in Iran. The SMART-PLS 3.2 and SPSS 22 software package were used in the field of questionnaires’ statistical analysis. Findings Findings confirmed the suggested model’s validity for elementary students’ behavior assessment. The consequences of this research illustrated the effect of environmental psychology on the behavior of elementary students. In addition, the authors were concluded that intention to e-learning has a significant role in developing the action and behavior of the elementary students. Moreover, the learning style has an affirmative and considerable impact on the behavior of elementary students. Finally, school design has an affirmative and significant effect on the manner of the elementary students. Practical implications The consequences of this research have provided some traces about the basic perspectives, which have to be in the center of attention of administrators. For instance, school design and learning style sound to be a decisive mechanism for improving action and learning behavior. In addition, educational leaders may use the findings to evaluate their school facilities and define where developments will have the most significant impact or planners may use the results to assist architects in the design and construction of new educational services. Originality/value This study builds a valuable contribution by focusing on pupil environmental psychology, e-learning, learning style and school design in elementary schools by enlightening the connection between them and students’ manner.

The Use of Standing Desks to Address On-Task Behavior in Elementary Students

The Use of Standing Desks to Address On-Task Behavior in Elementary Students

Using Eye-Tracking Technology to Examine the Impact of Question Format on Reading Behavior in Elementary Students

Reading comprehension assessments often include multiple-choice (MC) questions, but some researchers doubt their validity in measuring comprehension. Consequently, new assessments may include more short-answer (SA) questions. The current study contributes to the research comparing MC and SA questions by evaluating the effects of anticipated question format on elementary students' reading behavior. Third- and fourth-grade participants were divided into the MC (n = 43) or SA condition (n = 44) and expected to answer questions consistent with their group assignment. Eye movements (EMs) were analyzed across the passage and on areas significant to its meaning. Correlational analyses between EMs and reading measures were conducted. Findings support modification of question format in reading assessments. Implications for school psychologists, teachers, and EM researchers are addressed.

Challenging Behavior, Parental Conflict and Community Violence in Students with Aggressive Behavior.

The effects of the presence of challenging behavior problems, parental conflict and violence in the community were determined by the probability of occurrence of bullying behaviors in elementary students. 664 students participated in the study, of whom 80 (12.04%) were identified as aggressors. 80 students with no reports of attacks were later selected randomly for comparison. Using logistic regression, it was found that the variables studied manifest significant differences between the student groups with and without aggressive behavior toward peers (R2 = .39). Challenging behavior (OR = 7.83), parental conflict (OR = 3.77) and Community Violence (OR = 5.36) increase the probability of belonging to the group of aggressors. We conclude that it is necessary to analyze the bullying from an ecological framework that considers variables located in the contexts in which individuals interact.

Effectiveness of Snack-centered Nutrition Education on Promoting Knowledge, Attitude, and Nutritional Behaviors in Elementary Students

Background: Unhealthy nutrition at early years of life causes some diseases such as cardiovascular diseases, cancers, diabetes, gastrointestinal disorders, and bone and joint diseases during adulthood. In other words, many of wrong health behaviors are rooted in childhood experiences. This study was conducted to examine effect of interventional programs on knowledge, attitude and nutritional behavior of students at 5th grade of elementary schools. Materials and Methods: This is an experimental study in which, 168 elementary female students (in Paveh city, Iran) were assigned randomly to two experimental (n=84) and control (n=84) groups. A valid questionnaire was used as data collection tool. Pretest was done in both groups. According to results obtained from pretest, educational intervention was implemented in 2 sessions holding health food festival and classes for intervention group. Each session continued for 30-45 minutes. Two months after intervention, questionnaires were redistributed among two experimental and control groups to evaluate knowledge, attitude, and performance of participants. The obtained data were analyzed through SPSS 16.0 software. Results: Results showed a significant increase between means of knowledge scores and attitude level of students toward snack in experimental and control groups (p=0.008). Also, compared with control group, there was a significant improve between mean scores of snack-related behaviors in experimental group after educational intervention (p=0.04). Conclusion: Since, this study confirmed effectiveness of snack-centered nutritional education on increasing knowledge, attitude, and nutritional behaviors of students, it is recommended to design and implement suitable interventional programs to improve nutritional awareness, attitudes, and behaviors of students.

Establishment of Reading Like Behavior of Elementary Students By Using Sustained Silent Reading Approach

The purpose of this research was to analyze the establishment of reading like behavior of Elementary School student in Malang City by using SSR approach. The research used survey and experimental methods which were applied to the third grade students in 5 Pubic Elementary Schools in Malang City. The samples were taken randomly. The data resources are from students, teachers, principals, and library staffs. The data were collected through observation, interviews, questionnaires, pre-and post-tests, and book read record. The data analyses used were descriptive analysis and T test. The research result was the application of the SSR approach has improved significantly to the reading like behavior of the students of Public Elementary Schools in Malang City. This result showed the SSR approach is suitable to be applied for the establishment of reading like behavior of Elementary School students.

Effects of selected socio-demographic characteristics on nutrition knowledge and eating behavior of elementary students in two provinces in China

BackgroundNational and international child health surveys have indicated an increase in childhood obesity in China. The increase has been attributed to a rising standard of living, increasing availability of unhealthy foods, and a lack of knowledge about healthy diet. The objective of this study was to assess the effect of selected socio-demographic characteristics on the BMI, nutrition knowledge, and eating behavior of elementary school children.MethodsMultistage stratified cluster sampling was used. Information on demographics, nutrition knowledge, and eating behavior was gathered by means of questionnaires. The schools’ doctors provided the height and weight data. The study was set in one economically advantaged and one economically disadvantaged province in China. The participants were Grade 3 students, ages 8–10 years (N = 3922).ResultsA cluster analysis identified four socio-demographic variables distinguished by parental education and family living arrangement. A one-way ANOVA compared differences among the clusters in BMI, child nutrition knowledge, and child eating behavior. Students in the cluster with lowest parent education level had the lowest nutrition knowledge scores and eating behavior scores. There was no significant benefit from college education versus high school education of parents in the other three clusters. BMI was not affected by parent education level.ConclusionThe nutrition status of elementary school age children will benefit most by increasing the general level of education for those adults who are presently least educated.

Oral health related nutritional behavior in elementary students

Oral health related nutritional behavior in elementary students

An effect on the Cognitive Behavior Program of Takwondo to Treat Aggressive Behaviors in Elementary Students

The object of this study is to examine the effect of cognitive behavior program on elementary school students’ aggressiveness when the program is applied to Taekwondo practices. The target group of the study is 12 boys, who started learning Taekwondo and are enrolled in first year of elementary school, located in Daegu province of Korea. During their Taekwondo practices, twice a week for 10 weeks, thus, in total 20 sessions of cognitive behavior program was conducted. The aggressiveness and K-CBCL test was carried out both before and after the program. The SPSS 20 program was used to process the collected data. To verify the construct validity of the collected data, exploratory factor analysis was used and to check the reliability, reliability test was conducted. The results indicate that overall aggressiveness, physical aggressiveness, verbal aggressiveness, indirect aggressiveness, pessimistic personality and excitement decreased after 20 sessions of the program. Overall aggressiveness (p=0.003) and physical aggressiveness (p=0.026) verbal aggressiveness (p=0.007) show statistically significant difference between before and after the program. K-CBCL decreased after the program, and was statistically significant (p=0.027). The following conclusion may be drawn from the results. Frist, cognitive behavior program through Taekwondo practices have significant effect on decreasing elementary school students’ aggressiveness, especially physical and verbal aggressiveness. Second, the program also has decreasing effect on K-CBCL. That is, cognitive behavior program through Taekwondo practices help release stress by way of physical exercise, help students to control their emotions and to find solutions to their problems. Therefore, programs which may enhance communication between parents and children, and are easily understandable by students need to be developed.

The Effects of Written Teacher and Peer Praise Notes on the Inappropriate Behaviors of Elementary Students With Emotional and Behavioral Disorders in a Residential School

In this study, the effects of two secondary-tier positive behavioral intervention and support interventions, written teacher praise notes (TPNs) and peer praise notes (PPNs), were investigated using an alternating treatments single-subject design in residential art classroom settings with eight elementary students with emotional and behavioral disorders (E/BD) in grades one through five who displayed a variety of inappropriate behaviors. Functional behavioral assessments confirmed that all eight student's inappropriate behaviors were attention-maintained. Duration recording was used to record the percentage of inappropriate behavior during art class. The results suggest that TPNs and PPNs decreased a variety of inappropriate behaviors of students with E/BD in the residential setting; however, there was minimal to no fractionation between the two interventions. Limitations and directions for future research are discussed.

The Effects of Self-Management Strategies Using Tablet PC on the Independent Performance of Routine Activities and Class Preparation Behaviors of Elementary Students with Intellectual Disabilities

The Effects of Self-Management Strategies Using Tablet PC on the Independent Performance of Routine Activities and Class Preparation Behaviors of Elementary Students with Intellectual Disabilities

Impact of Mindfulness Training on the Behavior of Elementary Students With Attention-Deficit/Hyperactive Disorder

This study investigated the effects of mindfulness training on the behavior of four 8-year-old boys with attention-deficit/hyperactivity disorder. A multiple baseline design was used to investigate whether a multisession mindfulness intervention resulted in increased on-task behaviors in the classroom. Graphic analysis of observation data indicated that the intervention was effective in increasing the percentage of intervals of on-task behavior. In addition, parent and teacher ratings on the Behavior Assessment System for Children, 2nd Edition (BASC-2) generally indicated a decrease in hyperactive behaviors. Conversely, significant changes in pre- and posttest ratings on the BASC-2 Attention Problems Scale were generally not observed.

The Effectiveness of a Manualized Yoga Intervention on Classroom Behaviors in Elementary School Children with Disabilities: A Pilot Study

The purpose of this study is to examine the effectiveness of the Get Ready to Learn (GRTL) program in improving classroom behaviors of elementary students with disabilities. A pretest-posttest research design was used for a cohort of 51 elementary students with disabilities. The GRTL program was carried out daily, for 20 minutes, in self-contained classrooms. The primary outcome measure was the GRTL© Supplemental Data Sheet, a Likert scale that measured improvements in independence, attention, transition, and self-regulation. Results indicate that the GRTL program significantly improved four key classroom behaviors when the program was implemented for 16 to 19 weeks.

International Research Trend of Intervention for Behaviors of Elementary Students with Autism Spectrum Disorders in Inclusive Setting

International Research Trend of Intervention for Behaviors of Elementary Students with Autism Spectrum Disorders in Inclusive Setting

Research on Measuring of Stress and Coping Behavior ofElementary Students through Drawing of People in the Rain (PITR)

Research on Measuring of Stress and Coping Behavior ofElementary Students through Drawing of People in the Rain (PITR)

Investigating the Perceptions and Behaviors of Elementary Students and Teachers When Internet Access Is Universal

This study presents a preliminary investigation into changes in the perceptions and behaviors of teachers and students when all have universal Internet access at home and school using Internet-on-TV technology. Four hundred fourth-grade students and their teachers from seven schools participated in the WISH TVSM (WorldGate Internet School to Home) Project. Through the use of qualitative research methodology, results indicated that teachers' perceptions of the benefits of Internet use and the Internet-on-TV technology had a direct impact on their decisions regarding instructional delivery. Technical and instructional support also influenced teachers' willingness to integrate Web-based resources into lesson plans. Teacher behaviors also affected student use of the Internet. In classrooms where teachers implemented Web-based resources, students reported that they were doing more homework, searching for more information, and getting better grades. Reactions to the Internet-on-TV technology varied and depended on the expectations and experiences of the users. Service limitations and technical difficulties may have curtailed enthusiasm. With some upgrades, however, the Internet-on-TV technology holds some promise for connecting underserved children who lack resources to connect from home in any other way.

Methodological Issues in Multiple-Gating Screening Procedures for Antisocial Behaviors in Elementary Students

Multiple gating, which is considered to be a cost-effective screening method for identification of children at risk of developing serious antisocial behaviors, uses relatively inexpensive ratings as a first gate and more sophisticated assessments in the following steps. Different assessment strategies were tested to find a combination of predictors at the beginning of elementary school that could effectively identify children who are at risk of developing serious antisocial problems. All boys in 54 schools, located in low socioeconomic districts in montreal, were assessed in the first step of the screening procedure. A sample of 84 boys was randomly selected from a larger pool of 250 kindergarten boys who had an “aggressiveness-hyperactivity-distractibility” score above the 70th percentile on the preschool behavior questionnaire. In the second step, observed task-inappropriate behaviors were compared to mothers' and teachers' ratings of inattention and of aggressiveness (at ages 6 to 7), as predictors of extreme antisocial behavior at age 10. Results indicated that observed task-inappropriate behaviors and teacher ratings of inattention were better predictors of diversity of offending than were mother ratings of aggressiveness. The best predictive combination consisted of extreme scores above the 70th percentile and observations of task-inappropriate behaviors in multiple settings.

A New Readability Formula for Primary-Grade Reading Materials

A New Readability Formula for Primary-Grade Reading Materials