Grade Elementary School Children Research Articles

집단음악치료가 저소득층 고학년 초등학생의 심리 및 사회적 변인에 미치는 영향

집단음악치료가 저소득층 고학년 초등학생의 심리 및 사회적 변인에 미치는 영향

Profile formation of academic self-concept in elementary school students in grades 1 to 4.

Academic self-concept (ASC) is comprised of individual perceptions of one’s own academic ability. In a cross-sectional quasi-representative sample of 3,779 German elementary school children in grades 1 to 4, we investigated (a) the structure of ASC, (b) ASC profile formation, an aspect of differentiation that is reflected in lower correlations between domain-specific ASCs with increasing grade level, (c) the impact of (internal) dimensional comparisons of one’s own ability in different school subjects for profile formation of ASC, and (d) the role played by differences in school grades between subjects for these dimensional comparisons. The nested Marsh/Shavelson model, with general ASC at the apex and math, writing, and reading ASC as specific factors nested under general ASC fitted the data at all grade levels. A first-order factor model with math, writing, reading, and general ASCs as correlated factors provided a good fit, too. ASC profile formation became apparent during the first two to three years of school. Dimensional comparisons across subjects contributed to ASC profile formation. School grades enhanced these comparisons, especially when achievement profiles were uneven. In part, findings depended on the assumed structural model of ASCs. Implications for further research are discussed with special regard to factors influencing and moderating dimensional comparisons.

Prevalence of depressive symptoms among schoolchildren in Cyprus: a cross-sectional descriptive correlational study

BackgroundDepressive symptoms in the young constitute a public health issue. The current study aims to estimate: (a) the frequency of depressive symptoms in a sample of final grade elementary-school children in Cyprus, (b) the association among frequency of depressive symptoms, gender and nationality and, (c) the metric properties of the Greek-Cypriot version of the children’s depression inventory (CDI).MethodsA descriptive cross-sectional study with internal comparison was performed. The occurrence of depressive symptoms was assessed with the CDI, which includes 5 subscales: depressive mood, interpersonal difficulties, ineffectiveness, anhedonia and negative self-esteem. Clinical depressive symptoms were reported as CDI score ≥19. CDI was anonymously and voluntarily completed by 439 schoolchildren [mean age 12.3 (±0.51) years old] from fifteen public elementary schools (217 boys and 222 girls), yielding a response rate of 58.2%. The metric properties of the CDI were assessed in terms of internal consistency reliability and construct validity via exploratory factor analysis (rotated and unrotated principal component analysis). Descriptive and inferential statistics were explored.Results10.25% of Cypriot schoolchildren reported clinical depressive symptoms (CDI score ≥19). Statistically significant differences were reported between boys and girls in all five subscales of the CDI. Girls reported higher scores in “Depressive mood”, “Negative self-esteem” and “Anhedonia” subscales, while boys scored higher in “Interpersonal difficulties” and “Ineffectiveness” subscales. There were no statistically significant differences among ethnicity groups regarding the entire CDI or the subscales of it. Concerning the metric properties of the Greek-Cypriot version of the CDI, internal consistency reliability was adequate (Cronbach’s alpha = 0.84). Factor analysis with varimax rotation resulted in five factors explaining 42% of the variance.ConclusionsThe Greek-Cypriot version of the CDI is a reliable tool for the assessment of the severity of depressive symptoms in schoolchildren. Institutional counseling services, as well as interventions aiming to empower the young need to address the different psychological needs of boys and girls. Longitudinal studies within this cultural context may be warranted, with special attention to other factors related to depressive symptoms and low self-esteem in schoolchildren, such as suicidality or bullying.

First Grade Elementary School Children’s Early Childhood Private Education Experience and Later School Adjustment

First Grade Elementary School Children’s Early Childhood Private Education Experience and Later School Adjustment

Development of a Mindful-Eating Intervention Program among Third Through Fifth Grade Elementary School Children and Their Parents

The prevalence of obesity among children in the United States is a major health concern and is associated with increased health risks. The goal of this intervention was to develop and pilot test strategies based on mindful eating practices that foster healthy eating behaviors among elementary school children and their families. Mindful eating practice engages all of ones senses and has been shown to decrease impulsive food decisions and increase awareness of hunger and fullness cues. Using Experiential Learning Theory (ELT), class interventions and take-home activities were developed to teach mindful eating strategies to Hispanic and non-Hispanic 3rd through 5th grade elementary school children and their parents. The results of this research will: 1) contribute to the scientific literature regarding the impact of mindful eating practice on children’s eating behavior, 2) provide an alternate strategy for weight loss and management among children, and 3) provide parents and teachers with the knowledge and skills necessary to promote mindful eating among children and families.

Food intake in a sample of first to fourth grade elementary school children in Serbia

Food intake in a sample of first to fourth grade elementary school children in Serbia

Effects of Mothers’ Democratic Parenting on Their Children’s School Life Adjustment: Mediating Effects of Children’s Behavioral Problem and Self-Resilience Perceived by Children

The study examined whether children’s behavioral problem and self-resilience mediated the association between mothers’ democratic parenting and their children’s school life adjustment perceived by children. We analyzed data from the fourth Korean Children and Youth Panel Study (KCYPS) that included democratic parenting, behavioral problem, self-resilience, and school life adjustment by 1,971 mothers and fourth grade elementary school children. We identified structural relationships among the variables using SPSS 18.0 and AMOS 18.0 applying structural equation modeling. The measurement model and structure model had a favorable goodness of fit and the results of structure models on each path were as follows. First, school life adjustment had positive correlations with mother’s democratic parenting and self-resilience, but there was a negative correlation between school life adjustment and behavioral problems. Second, the relationship between mother’s democratic parenting and self-resilience was mediated by behavioral problems and behavioral problems; in addition, self-resilience mediated the relationship between mother’s democratic parenting and school life adjustment. The results of this study suggested that children’s school life adjustment and children’s confidence to control behavioral problems could improve by promoting self-resilience. If fourth grade children could perceive mother’s parenting as affection, monitoring children’s behavioral problems could be reduced, and children’s self-resilience and school life adjustment could be increased. Keywords: mother’s democratic parenting, behavioral problem, self-resilience, school life adjustment

A Qualitative Study on Experiences of Parenthood Among Mothers of Early School-Age Children

Objective: The purpose of this study was to gain an understanding of parenthood of mothers of early school-age children, with emphasis on cognitive, behavioral, and emotional aspects of parenthood. Methods: Nineteen mothers whose children were 1st and 2nd grade elementary school children participated in this study. Data were collected through individual in-depth interviews. During the interview, mothers were asked to speak freely about their experiences as parents of early-school age children, including parenting beliefs, parenting behaviors, and emotional experiences related to parenting. These interviews were transcribed verbatim and analyzed in a thematic way using MAXQDA. Results: Using qualitative methods, five major themes were emerged: (1) Recognizing the role of parents as a supporter of growth; (2) recognizing parenthood of the present generation that imposes expanded roles to mothers; (3) co-parenting of early school-age children and marital relationship; (4) co-existence of different parenting styles based on specific mother-child interaction situations; (5) experiencing a wide spectrum of emotions including anxiety, guilt, and depression, as well as happiness. Conclusion: This study revealed the unique cognitive, behavioral, and emotional aspects of parenthood experienced by mothers with early school-age children. Results of this study can fill a gap in our understanding of parenthood of mothers when their children entered into the new developmental stage of middle childhood. The results could also be used as a basis for developing parent education and family relationship programs. Keywords: parenthood, early school-age, parenting beliefs, parenting efficacy, parenting stress, parenting behavior

Development and exploratory testing of a school-based educational program for healthy life behaviors among fifth grade children in South Korea.

The purpose of this study was to develop an educational program to promote healthy life behaviors and to evaluate its potential effects on the health practices of fifth grade elementary school children. The program, which consisted of six categories (daily life and health, disease prevention and management, prevention of drug misuse and overuse, sexuality and health, mental health, and injury prevention and first aid), was developed based on the ADDIE model. A pretest-post-test, one-group, quasi-experimental design was used with 85 elementary school students who voluntarily participated in the program. A school-based educational program, called the "Six Kid Keys," referring to the six categories of healthy life behaviors, was developed. Significant pre-post differences in two of the six healthy life behavior categories (disease prevention and management, injury prevention and first aid) were found. A school-based intervention that was aimed at changing habits related to healthy life behaviors could be effective for elementary school children.

원가족 부모와의 관계 및 현 배우자와의 관계에 대한 어머니의 지각 및 어머니의 양육효능감과 양육행동과의 관계

The present study was designed to examine the structural relationship between mothers' perceptions of their relationships with their parents and husbands (as the predictors of parenting self-efficacy), mothers' parenting self-efficacy (PSE), and parenting behaviors among contemporary Korean mothers. A sample of 95 Korean mothers of pre-school,1st, 2nd, and 3rd grade elementary school children in Seoul, South Korea were recruited. Mothers were asked to respond to a survey that captured mothers' perceptions of their relationships with their parents and husbands, PSE, and their parenting behaviors. Structural equation modeling(SEM) was applied to analyze the hypothesized model. The results indicate that mothers who perceive their relationships with their own parents as positive were more likely to have higher PSE. In addition, mothers who reported higher PSE levels were less likely to be inconsistent in their parenting behaviors and more likely to be responsive in their parenting behaviors. The results of this study underscore the importance of PSE as a psychological resource that enables contemporary Korean mothers to parent in positive ways. Furthermore, these findings emphasize the importance of mothers' perceptions of their social relationships as a factor that contributes to higher PSE.

Acquisition de connaissances en astronomie : rôle de l’enseignement et du contexte culturel au sein duquel l’enfant se construit

The acquisition and development of knowledge about astronomy, in particular the Earth's shape and the night-and-day cycle, have been studied in several different cultural contexts. Research has shown that children have difficulty understanding these two counterintuitive notions, and that experience, presuppositions and cultural context all play an important part in their acquisition. Nevertheless, very few studies have looked at children's understanding of astronomy when different explanations for the same phenomenon coexist. This is the case in animistic cultural contexts, where the mechanistic knowledge acquired in the classroom differs from the knowledge conveyed by the cultural context. Astronomy is taught from Grade Three in both France and Burkina Faso. As the two curricula are identical, children are exposed to the same scientific, mechanistic facts at the same point in their schooling. We therefore chose to interview elementary schoolchildren in Grades One, Three and Five in France (mechanistic cultural context) and Burkina Faso (animistic cultural context), in order to study the ontogenetic development of the Earth's shape and night-and-day concepts according to the children's cultural context. We used the same questionnaire and similar interview conditions to question all 176 children who took part in this study. We formed the following two hypotheses: (a) schooling affects the nature and development of children's scientific knowledge, in that the older they grow, the more scientific and coherent their knowledge becomes; and (b) cultural context affects the nature and development of knowledge about astronomy. We showed that there is indeed a developmental effect, regardless of cultural context. Nevertheless, the French children acquired more scientific knowledge about the Earth's shape and the night-and-day cycle than the Burkinabe children did, and that knowledge was more coherent. Our results suggest that whereas the same scientific knowledge was transmitted through schooling in both cases, the children's acquisition and development of knowledge about astronomy was influenced by their cultural context (mechanistic vs. animistic). Children growing up in a mechanistic culture therefore develop a scientific understanding of astronomy earlier than children living in an animistic context, with the convergence of accounts from school and culture apparently facilitating and enhancing their scientific conceptualization of astronomy.

The Effects of Parental Attachment, Peer Attachment, and Teacher Attachment on Children’s Happiness in Elementary School Students in Higher Grades：With a Focusing on the Mediating Effect of Self-Regulation Abilities

The purpose of this study was to investigate the mediating effects of self-regulation abilities on the relationships between parental attachment, peer attachment, teacher attachment and children`s happiness in elementary school students in higher grades. The subjects of this study were selected from 4th-6th grade students residing in Dae-gu and Kyung-buk using questionnaires from May 1st to July 1st in 2014. The statistical analysis program(SPSS) was used for analyzing the collected data from the research in correlation analysis. To examine the mediating effects of self-regulation abilities on the relationship between parental attachment, peer attachment and teacher attachment and children`s happiness, the Baron and Kenny(1986) model was used.. The results are as follows. First, in the case of father attachment, mother attachment, peer attachment, and teacher attachment, self-regulation abilities and children`s happiness, as perceived by higher grade elementary school children positive correlations were observed. Second, in terms of relative effects of father attachment, mother attachment, peer attachment and teacher attachment on children`s happiness, mother attachment was observed to have the most effect on children`s happiness. Third, self-regulation abilities, as perceived by the children, mediated the effect of father attachment, mother attachment, peer attachment, and teacher attachment amongst higher grade elementary school students and the subsequent affect on children`s happiness.

Science Spots AR: a platform for science learning games with augmented reality

Lack of motivation and of real-world relevance have been identified as reasons for low interest in science among children. Game-based learning and storytelling are prominent methods for generating intrinsic motivation in learning. Real-world relevance requires connecting abstract scientific concepts with the real world. This can be done by situating learning processes in real-world contexts, and by bridging the virtual content and the real world with augmented reality (AR). We combined these ideas into a Science Spots AR platform on which context-aware storytelling science learning games can be created. As proof-of-concept we developed and evaluated Leometry game, which contains geometry problems based on the Van Hiele model. This paper’s contributions are as follows: (1) concept and architecture of Science Spots AR, (2) design and implementation of the Leometry game prototype, and (3) mixed-method formative evaluation of Leometry with 61 Korean 5th grade elementary school children. Data retrieved by questionnaires and interviews revealed that the students appreciated Leometry despite its minor shortcomings, that the platform’s concept is feasible, and that there is potential for building science learning games. These results are useful to educators, computer scientists, and game designers who are interested in combining context-aware learning, AR, and games.

児童期における未返報時の不快感情の発達的変化

When do we begin to feel unpleasantness about being unable to reciprocate for help received? Do the reasons for unpleasant feelings when unable to reciprocate differ according to one's age and who provided the help? This study asked 2nd grade (n=121) and 4th grade (n=130) elementary school children on a questionnaire to estimate the importance of the reciprocity, the recognition of probability of reciprocity, unpleasant feelings when reciprocity is not accomplished, and the anger of the person whose help was not reciprocated. In this experiment, there were two conditions of help: from friends and from parents. When a parent had helped, the 2nd graders' unpleasant feelings was less than it was for 4th graders. When the helper was a friend, there were no differences in unpleasant feelings between 2nd and 4th graders. In addition, unpleasant feelings among 2nd graders was related to the possibility of helper's anger when reciprocity was not unaccomplished. Among 4th graders, however, the unpleasant feelings in the context of unaccomplished reciprocity were related to the importance of reciprocity and the recognition of probability of reciprocity. The study suggests that children come from the 4th grade to feel unpleasantly when reciprocity is not fulfilled, based on the norm of reciprocity.

MENGATASI GANGGUAN PERKEMBANGAN BAHASA (DELAY ON READING) PADA ANAK SD KELAS RENDAH MELALUI PENDEKATAN PENGALAMAN BAHASA DAN METODE FONIK

Problems faced by children are usually associated with a disruption in the child's development. If not addressed, it will continue in the disruption next development phase is the development phase of school children. (Sri Maryati Deliana, et al, p. 1). One of them is a developmental disorder of language. Language serves as a communication tool and an important tool in the child's life. Through language, the child can interact, share experiences, and can improve the intellectual, namely in order to develop the knowledge and language skills. For children it is a period of development that must be nurtured and developed so that they can take advantage of language skills to the fullest. Without the guidance and direction feared their language development is not as expected by the parents at home and by teachers at school. (Dr. Enny Zubaidah, M. Pd., P. 1). Language delays are common disorders in early childhood or in the lower grade elementary school children. Language disorders such as this will hinder the social development of children. In this paper the child language disorders focused on the problem of type receptive language disorder. Examples of receptive language disorders in this case is the delay reading, children recognize letters but when united in one word the child can not memaknainya.Seperti other examples. As another example, a child who just saw the house, can not say that it is a home for disturbed memory warehouse. Also the ability to deliver the order (the ability to recognize or reproduce symbols in a sequence as presented) disturbed. For example, after introduced the symbol numbers 1 to 10 in a row, the child can not be mentioned in the order.

Trauma exposure in elementary school children: Description of screening procedures, level of exposure, and posttraumatic stress symptoms.

Traumatic childhood events can have a significant impact on overall child functioning. Early identification and intervention could offer significant benefits for children's mental health and educational trajectories, but how to effectively identify young children is a challenge. In this paper, we describe screening for exposure to traumatic events and associated symptoms of posttraumatic stress, and examine differences by child gender and grade level. A total of 402 elementary school children in grades 1-5 participated across four elementary schools. We describe modified administration procedures of screening instruments for these young children. Children who endorsed exposure to one or more traumatic events were individually assessed for posttraumatic stress symptom severity. Thirty-four percent (n=138) of children screened experienced one or more traumatic events, and 75.4% of those exposed to at least one traumatic event endorsed moderate levels or higher of posttraumatic stress symptoms. Internal consistency of the symptom self-report instrument was adequate for children of all grade levels. Posttraumatic stress symptom severity increased for children exposed to more types of events. No gender/grade differences were found in symptom severity. Findings suggest that young children are impacted by traumatic events in relatively high numbers, that they can reliably report their posttraumatic stress symptoms, and that a large portion of those exposed to trauma experience significant distress. These results highlight the importance of early screening and identification of these children to curtail potential risk for future academic, social, and psychological maladjustment.

Factors Associated with Relative Schoolbag Weight and Musculoskeletal Symptoms Among Elementary School Children

Purpose: The purpose of this study was to investigate the use of schoolbags and the prevalence of musculoskeletal symptoms among elementary school children and to identify factors associated with relative schoolbag weight and musculoskeletal symptoms. Methods: A descriptive correlation study was conducted with 228 elementary school children in grades 4-6. A self-administered questionnaire was used for data collection. Descriptive statistics, t-test, ANOVA, χ²-test or Fisher’s exact test, logistic regression analysis were used for data analysis. Results: Mean relative schoolbag weight (RSW) was 6.40%. Among participants, 13.2% carried more than 10% of their RSW. Only 49.6% of participants organized the contents in their school backpack correctly. Musculoskeletal symptoms were reported by 42.5% of participants. Results from logistic regression analysis identified grade was a significant factor predicting RSW, and gender, RSW, and using a locker were significant factors predicting musculoskeletal symptoms among schoolchildren. Conclusion: Although RSW of school children in this study was within the currently recommended load limit, a considerable proportion of school children were not following guidelines for safe schoolbag use. An effective schoolbag safety campaign for parents, students, and teachers needs to be developed and evaluated to prevent possible musculoskeletal symptoms related to schoolbag use.

Double Burden of Malnutrition in Rural West Java: Household-Level Analysis for Father-Child and Mother-Child Pairs and the Association with Dietary Intake.

Indonesia is facing household-level double burden malnutrition. This study aimed at examining (1) household-level double burden for the mother-child and father-child pairs; (2) risk of adiposity of double burden households; and (3) associated dietary factors. Subjects were 5th and 6th grade elementary school children (n = 242), their mothers (n = 242), and their fathers (n = 225) in five communities (1 = urban, 4 = rural) in the Bandung District. Questionnaires on socioeconomic factors, blood hemoglobin measurements, and anthropometric measurements were administered. For adults, body fat percentage (BF%) was estimated by bioelectrical impedance (BF%-BI) and by converting skinfold thickness (ST) data using Durnin and Womersley’s (1974) formula (BF%-ST). Food frequency questionnaires were also completed. Double burden was defined as coexistence of maternal or paternal overweight (Body mass index (BMI) ≥ 23) and child stunting (height-for-age z-score <−2) within households. Maternal-child double burden occurred in 30.6% of total households, whereas paternal-child double burden was only in 8.4%. Mothers from double burden households showed high adiposity; 87.3% with BF%-BI and 66.2% with BF%-ST had BF% >35%, and 60.6% had waists >80 cm. The major dietary patterns identified were “Modern” and “High-animal products”. After controlling for confounding factors, children in the highest quartile of the “High-animal products” dietary pattern had a lower risk of maternal-child double burden (Adjusted OR: 0.46, 95% CI: 0.21–1.04) than those in the lowest quartile. Given that the “High-animal products” dietary pattern was associated with the decreased risk of maternal-child double burden through a strong negative correlation with child stunting, improving child stunting through adequate intake of animal products is critical to solve the problem of maternal-child double burden in Indonesia.

The Effect of Ego Strength and School Adjustment on the Life Satisfaction of School-Aged Children

This study was conducted in order to model the relationship between children’s ego strength and their school adjustment and life satisfaction levels. For this purpose, 4,765 4th-6th grade elementary school children were surveyed by means of a questionnaire. The collected data were analyzed by means of structural equation modeling. The results of this study may be summarized as follows. First, in all the grades, a significant and positive correlation was observed between the children’s ego strength and their school adjustment and life satisfaction levels. Second, ego strength was found to be a variable that had a significant effect on life satisfaction indirectly through the medium of school adjustment. Third, the relation model between the variables differed according to grade. That is, the direct effect of ego strength on life satisfaction was stronger in the high grades, and the level of school relationship adjustment was found to have a significant effect on family relationship satisfaction as a factor of life satisfaction in 4th graders, whereas it did not in the case of 5th and 6th graders. 색인어: 자아강도, 학교 ì ì‘, 생활만족도 Keywords: ego strength, school adjustment, life satisfaction

Effects of GNB3 Polymorphism on Gender Differences along with Energy Intake and HDL Subtypes of Korean Obese Children

The rate of childhood obesity is continuously increasing worldwide, and the similar trend is also shown in a Korean population. A single-nucleotide polymorphism (SNP) C825T in G protein β3 subunit (GNB3) gene is associated with essential hypertension and obesity. However, the potential interaction of GNB3 with food intake and HDL subtype by gender in Korean child obesity has not been closely evaluated yet. In this study, we analyzed data collected from 635 boys and 627 girls of the 3rd grade elementary school children in Seoul, Korea. Relative frequencies of wild type on GNB3 SNP C825T were 51% and 49.4 % in boys and girls. Boys with GNB3 T allele had significantly higher body weight, BMI, WC compared to those of boys with C allele. On the other hand, girls with GNB3 C allele had significantly higher body weight, BMI, WC, ALT compared to those of girls with T allelle. Plasma visfatin, a visceral fat derived hormone, were significantly higher in boys with C allele. Girls with T allele had higher energy intake compared to girls with C allele whereas there was no difference of energy intake between boys with T allele and boys with C allele. Finally, the HDL peak size was lower in T allele compared to C allele suggesting inefficient reverse cholesterol transport by HDL in children with T allele. Therefore, GNB3 polymorphism plays an important role to affect children obesity rate, energy intake, HDL peak sizes in Korean children. [This work was supported by Korea Food Research Institute, Mid-career Researcher Program through NRF grant fund(MEST; 2010-0000147).]