Exploring how different profiles of academic task values (ATVs) and academic achievement (AA) influence students' school satisfaction should enrich understanding of how school satisfaction develops in specific academic situations. This study aimed to identify profiles of ATV (attainment value [AV], utility value [UV]) and AA, as well as heterogeneous trajectories of school satisfaction, and then examine the joint predictive effects of ATV and AA on the development of school satisfaction. A total of 3548 Chinese elementary school students (Mage = 8.94 years, SD = 0.72; 54.2% boys) completed five-wave assessments every 6 months across 2.5 years. Data were collected through self-reports of ATVs and school satisfaction, while AA data were collected from final examination scores at the end of each semester. Latent profile analysis (LPA) and latent class growth analysis revealed six profiles of ATV and AA (i.e., congruent subgroups: congruent-low, congruent-high, congruent-moderate and incongruent subgroups: high ATV-low AA, lower UV-moderate AA, low ATV-moderate AA); and four heterogeneous trajectories of school satisfaction (i.e., high-decreasing, low-stable, high-stable, low-increasing). Latent transition analysis (LTA) indicated that students with congruent levels of AA and ATV were more likely to transition into the optimal school satisfaction groups (high-stable and low-increasing groups), whereas students with greater gaps between AA and ATV were more likely to transition into the adverse groups (i.e., low-stable and high-decreasing groups). These findings highlight the need for educators to tailor interventions to distinct groups to optimize students' school satisfaction.

From siblings to skills: How does sibling structure shape children's academic achievement and non-cognitive development in rural Northwest China?

Profiles and transitions of bullying involvement among Chinese elementary school students: School-level predictors and well-being outcomes

Effects of game-based learning integrated with different thinking-guided methods on computational thinking of elementary school students

ABSTRACT Internalized aggression (e.g., self-harm) and externalized aggression (e.g., aggression toward others) represent two distinct forms of maladaptive behavior. Although trait forgiveness has been closely linked to aggression, its longitudinal associations with internalized and externalized aggression remain insufficiently understood, particularly in preadolescent populations. A three-year longitudinal study with three waves of data collection (T1, T2, T3) was conducted among 208 upper elementary school students to examine the bidirectional associations between trait forgiveness and internalized and externalized aggression. Results indicated that trait forgiveness at T1 significantly negatively predicted externalized aggression at T2, and externalized aggression at T2 significantly negatively predicted trait forgiveness at T3, suggesting a reciprocal longitudinal association (T1 forgiveness → T2 external aggression → T3 forgiveness). In contrast, internalized aggression at T2 significantly negatively predicted trait forgiveness at T3, whereas trait forgiveness at T1 did not significantly predict subsequent internalized aggression. These findings suggest that trait forgiveness functions as a protective factor against externalized aggression but does not significantly inhibit internalized aggression among upper elementary school students. The study contributes to the development of a bidirectional longitudinal model of forgiveness and externalized aggression, offering new insights from the perspective of Ttriadic reciprocal determinism.

This study aims to compare the effectiveness of the Jigsaw and Teams Games Tournament (TGT) cooperative learning models in improving the soccer playing skills of elementary school students. This study employed a quantitative approach with a quasi-experimental two-group pretest–posttest design. The population of this study consisted of all students of SDN 139 Sukarasa, Bandung City, totaling 274 students, with a sample of 40 fifth-grade students selected using purposive sampling and divided into the Jigsaw and TGT groups. Data were collected using the Game Performance Assessment Instrument (GPAI), which measures the aspects of decision making, skill execution, and support. The data were analyzed using the Shapiro–Wilk normality test, homogeneity test, Wilcoxon Signed Rank Test, and Mann–Whitney U Test. The results showed that both cooperative learning models had a significant effect on improving students’ soccer playing skills. However, the TGT cooperative learning model demonstrated higher effectiveness compared to the Jigsaw model, as indicated by the acceptance of H₁ with a significance value (Sig) < 0.001. Therefore, the implementation of cooperative learning models, particularly TGT, can be an effective alternative to improve elementary school students’ soccer playing skills. Keywords: Jigsaw, Soccer Playing Skills, Cooperative Learning Model, Physical Education, Teams Games Tournament

ABSTRACT Despite children’s increasing independence in reading during the early primary years, sustained parental read-aloud practices remain a critical component in supporting their ongoing language and literacy development. The current study aimed to explore Turkish parents’ read-aloud experiences with their first-grade children in the home environment. This study employed a cross-sectional survey design, with a total of 314 parents of first-grade elementary school students constituting the research sample. A parent survey was used to collect data. The findings revealed that the majority of parents perceived themselves as competent in selecting appropriate books for their children and frequently engaged in reading to them at home. Additionally, the results indicated that parents often received recommendations on read-aloud practices from their children’s classroom teachers. Parents also considered a diverse range of factors when selecting books, reflecting thoughtful and intentional decision-making. However, several significant barriers were identified, including lack of time, the belief that read-aloud activities become unnecessary as children begin formal reading instruction, children’s inattention during reading, and parents’ perceived inadequacy in their reading skills. Providing effective scaffolding may help parents engage more effectively in read-aloud practices, thereby supporting children’s language development.

This study aims to compare the learning outcomes of IPAS students using two forms of formative tests, namely written formative tests and oral formative tests, among fifth-grade students at SDN Benteng Jampea No. 56, Kepulauan Selayar. This research employs a quantitative approach with a simple experimental method. The subjects of the study were fifth-grade students. Data collection techniques were carried out thru the administration of two forms of formative tests, observation, and learning outcome tests. Data were analyzed using descriptive and inferential statistical techniques to determine the difference in the impact of the two forms of formative tests on students' learning outcomes. The research results showed that both forms of formative tests had a positive impact on students' IPAS learning outcomes, but the written formative test showed more effective results compared to the oral formative test. This was evident from the difference in the average learning outcomes of students after the implementation of the two forms of tests. In addition, students became more active, motivated, and found it easier to understand the learning material during the learning process. Based on the data analysis results, it was found that there is a significant difference between the use of written formative tests and oral formative tests on the learning outcomes of fifth-grade students in IPAS at SDN Benteng Jampea No. 56, Selayar Islands. Thus, both forms of formative tests can be used as learning evaluation strategies, but written formative tests are more effective in improving the learning outcomes of elementary school students in IPAS.

Exploring how picture-book instruction integrated with multicultural education influences students' learning motivation and international cognitive competence.

Wildfire smoke exposure and school absences in New York City Public Schools, 2011-2019.

ABSTRACT This study examines elementary school students’ understandings of the commutative property of multiplication by analyzing how they identify, represent, and justify the property in both arithmetic and generalization contexts. Using a coding scheme based on a taxonomy of cognitive processes, we categorized students’ responses into different profiles that reflect their levels of understanding, ranging from specific numerical cases to generalized algebraic reasoning. We collected data through classroom activities and individual interviews with third to sixth grade students. Our findings reveal that while many students could identify and represent the commutative property of multiplication in generalized ways, their justifications were often tied to specific examples. Additionally, we did not observe variations in students’ understandings of this property across grade levels. This suggests that instruction starting from the earlier grades and throughout elementary education should include tasks that develop and sustain students’ generalized understandings of the commutative property.

This social project aims to strengthen entrepreneurial skills among elementary school students through the development of practical learning media and hands-on training in producing salted eggs using chicken eggs. A total of 19 students from SDN Gadingsari participated in a four-week program involving lectures, demonstrations, direct practice, and basic guidance in packaging and simple marketing. The evaluation involved pre-tests, post-tests, observations, and satisfaction questionnaires. Results indicated an 18.5% increase in students' knowledge, with average scores rising from 65 to 77. Additionally, 85% of students expressed increased confidence and motivation to apply the skills learned, while 70% successfully practiced salted egg production at home. These outcomes demonstrate that the program effectively enhanced students' understanding, practical abilities, and entrepreneurial mindset, supporting the development of independence and creativity at the elementary school level.

This study evaluated the impact of an elementary school-based intervention that aimed to improve sun safety knowledge and behaviors among third- and fourth-grade students in Pennsylvania through an educational video, t-shirt design contest, and interactive assembly. From pre-survey (n = 88) to post-survey (n = 86), students showed significant improvements in awareness of the link between sun exposure and skin cancer (p < 0.001). Between pre-survey and 6-month follow-up (n = 67), no significant changes were found in reported sunscreen use and reapplication, hat-wearing, or sunburn incidence, but knowledge of skin cancer risk from the sun remained high (p < 0.001). In summary, the intervention significantly increased awareness of the link between sun exposure and skin cancer, with knowledge remaining high at 6-month follow-up, but sustained behavioral change was not observed, suggesting a need for continued reinforcement or different intervention.

The research project, entitled "Impact of Educational Videos on English Vocabulary Acquisition in Young Children," adopted a mixed-methods approach (quantitative and qualitative). Its objective was to determine the impact of educational videos on the acquisition of English vocabulary among elementary school students at the "El Bejucal" High School in the city of Chone. The procedural methods used were bibliographic, inductive, deductive, and descriptive. The population consisted of teachers and students from this educational unit. The sample comprised 20 elementary school students and 5 English teachers. Data was collected through a survey administered to teachers using Google Forms and an observation checklist. The results regarding the frequency of use of various techniques for teaching English vocabulary showed that flashcards were a widely used technique. Eighty percent of respondents indicated they used them frequently, while 20% stated they always used them. The following conclusion: when assessing the English vocabulary level of elementary school students, it's important to note that children watch more videos outside of school than inside, and they may try to associate words more frequently outside the educational institution. Consequently, this seemingly disorganized information constitutes a source of learning new vocabulary in a social context of use.

ABSTRACT This study explores the perceptions of bullying among fourth-grade elementary school students through metaphor analysis. Conducted with 257 students (149 girls and 108 boys) from a state primary school in Balıkesir during the 2022–2023 academic year, the research employs a phenomenological design to uncover how children conceptualize bullying. Data were collected using a semi-structured interview technique, where students completed the sentence “Bullying is similar to ___ because ___.” The metaphors generated by the students were analyzed using content analysis and categorized into four conceptual themes: emotional and social relationships, physical violence and harm, legal and moral responsibility, and inner experience. A chi-square (χ2) test was used to assess statistical significance between categories and across gender, with Cramér’s V computed to determine effect size. The findings reveal that the most common metaphors used by students were “evil,” “violence,” and “rudeness,” with the majority of metaphors falling under the category of emotional and social relationships. Gender differences were statistically significant (χ2 (3)=15.796, p = .001, Cramér’s V = .248), with boys more frequently associating bullying with physical violence and harm, while girls focused more on emotional and social aspects. The study highlights the importance of understanding children’s perceptions of bullying to develop more effective, gender-responsive intervention strategies and argues that punishment-oriented approaches may be insufficient without addressing emotional and relational dimensions. This research contributes to the literature by providing insights into how young students perceive bullying, offering a foundation for future studies and anti-bullying initiatives.

The Child Oral Health Impact Profile Short Form 19 (COHIP-SF 19) is widely used to assess oral health-related quality of life (OHRQoL). However, its psychometric properties have not been evaluated in Korea. This study aimed to examine the factor structure of the Korean COHIP-SF 19 and to assess its reliability and validity in schoolchildren. Data were obtained from 980 fourth-grade elementary school students (aged 10 years) participating in a 2023 national oral health program. Children completed the COHIP-SF 19 online, and clinical examinations recorded caries, malocclusion, gingivitis, and oral hygiene status. Exploratory and confirmatory factor analyses were performed. Reliability was assessed using Cronbach's alpha, corrected item-total correlations, and test-retest intraclass correlation coefficients (ICC). Convergent and discriminant validity were evaluated using self-rated oral health, perceived treatment need, and clinical findings. Exploratory factor analysis supported a four-factor solution with separation of the self-image subscale. Confirmatory factor analysis showed better fit for the modified model than the original structure. The total score demonstrated excellent test-retest reliability (ICC = 0.905). Cronbach's alpha for the 19 items was 0.729, with higher values in the modified model. Convergent validity was confirmed by correlations with self-rated oral health and treatment need. Discriminant validity was supported: children with caries or malocclusion had lower scores, whereas gingivitis and oral hygiene showed no associations. Gender differences appeared only in the modified model, with girls reporting lower functional well-being and social well-being scores. The Korean COHIP-SF 19 demonstrated satisfactory psychometric properties in 10-year-old schoolchildren. The modified model showed improved structural validity, higher internal consistency, and better subgroup discrimination, including by gender. These findings support its use in clinical and epidemiological research.

This study aimed to develop and validate the Parent Tutoring in Reading scale as an instrument to measure parental involvement in supporting children’s reading at home. This study used a quantitative instrument development design. The scale was constructed based on four dimensions of parent tutoring: parental involvement; motivation and time provided; perception of competencies and resources; and quality of support and communication. Content validity was evaluated by a panel of six experts, followed by a readability test and field testing. The participants were 262 parents of lower-grade elementary school students, consisting of 213 females and 49 males, selected through purposive nonprobability sampling. Construct validity was examined using Confirmatory Factor Analysis (CFA) in JASP, while reliability was assessed using Cronbach’s alpha. The results showed that all items met the content validity criteria and demonstrated acceptable expert agreement. After empirical testing, 2 items were removed, leaving 33 items retained as valid. The CFA results indicated an acceptable overall model fit, with SRMR = 0.042, GFI = 0.998, CFI = 0.987, TLI = 0.986, and RMSEA = 0.086. In addition, the scale demonstrated excellent internal consistency, with a Cronbach’s alpha coefficient of 0.985. These findings indicate that the Parent Tutoring in Reading scale is a valid and reliable instrument for assessing parent tutoring practices in reading contexts in Indonesia.

This study aimed to examine the effectiveness of mind mapping as a cognitive organizational tool in improving numeracy skills and meaningful learning among elementary school students. The study addressed the challenge of students’ difficulties in understanding mathematical concepts meaningfully. A quasi-experimental design with pretest-posttest control group was applied, involving 120 fourth-grade students at SD Negeri 38 Bonto Perak, Pangkep, from October to December 2025. Data were collected using numeracy tests, learning meaningfulness questionnaires, and classroom observations, then analyzed using paired and independent t-tests and effect size (Cohen’s d). Results revealed significant improvement in overall numeracy scores in the experimental group (mean gain = 18.7) compared to the control group (mean gain = 7.4), particularly in problem-solving and application skills. Students also reported higher engagement, understanding, and confidence. Classroom observations confirmed active participation and consistent use of mind mapping strategies. It is recommended that teachers integrate mind mapping in mathematics instruction to enhance cognitive and affective learning outcomes.

Character building in elementary school students is a crucial issue in education, particularly amid the challenges of moral crises and social changes in the technological era. Educational philosophy is viewed as a fundamental foundation for designing values, goals, and educational practices oriented toward character development. This study aims to analyze the role of educational philosophy in shaping the character of elementary school students through a Systematic Literature Review (SLR) approach. This study employs the SLR method, following the PRISMA 2020 guidelines, through a systematic process of identification, selection, and synthesis of the literature. The literature search was conducted using databases such as Google Scholar, SINTA, and reputable international journals within the publication range of 2020–2025. Of the 72 identified articles, 18 met the inclusion criteria and were further analyzed using thematic analysis. The results indicate that educational philosophy, particularly the streams of idealism, pragmatism, and progressivism, plays a significant role in shaping students’ character values such as honesty, responsibility, discipline, cooperation, and empathy. The integration of these three philosophical approaches has been proven to produce more holistic, contextual, and applicable learning processes in students’ daily lives. Furthermore, the implementation of philosophical values in learning enhances students’ moral awareness and positive behavior. Therefore, educational philosophy has a strategic role as a conceptual foundation in character building for elementary school students. This study emphasizes the importance of integrating philosophical values into the curriculum, learning strategies, and the role of teachers as role models in instilling character values sustainably.

The rapid development of information and communication technology has brought significant changes to education, particularly in language acquisition and development among elementary school students. Technologies such as interactive learning applications, educational videos, and e-learning platforms have become integral to the learning process at various educational levels. This study aims to identify and analyze the influence of technology use on language acquisition and development among Grade IV students at SD Islam Al-Azhar 54 Pekanbaru, and to provide strategic recommendations for effective technology integration in the language learning curriculum. This study employs a descriptive qualitative approach using the literature review method. Data were collected by examining 25 relevant references, including books, journal articles, and prior research obtained from various academic databases. Analysis was conducted thematically to identify patterns, findings, and research gaps. The findings show that 75% of students experienced increased motivation and engagement in language learning when using technology. The use of learning applications and audiovisual materials improved vocabulary mastery and grammatical comprehension. However, unequal access to devices and the risk of digital distraction remain key challenges that must be addressed through comprehensive school policies