Female Elementary School Children Research Articles

Psychometric Analysis of Iron-Deficiency Anemia Prevention Scale among Afghan Children

Background Prevalence of iron deficiency among children under five years old in Afghanistan is about 44.2%. The current study was aimed at the psychometric analysis of iron-deficiency anemia prevention scale among a sample of mothers who had female primary school children in Kabul, Afghanistan. Materials and Methods This cross-sectional study was conducted in Kabul, the capital of Afghanistan. Three hundred mothers who had female elementary school children, were randomly selected to participate voluntarily in the study. The iron-deficiency anemia prevention scale was developed about face validity, reliability (internal consistency) and construct validity. Exploratory Factor Analysis (EFA) was carried out to determine the factorial structure and to explaining the variance of the variables. Results The initial questionnaire consisted of 50 items and nine items were eliminated in the psychometric process scale. All the studied factors in analyzing exploratory factor with factorial loadings of more than 0.4 were confirmed. In explanatory factor analysis, the results of the KMO test were calculated at 0.800. Totally, four personality variables described 58.626% of the assumed model changes. The Cronbach’s alpha for the measured constructs including attitude, perceived susceptibility, perceived severity, perceived self-efficacy, behavior, knowledge of disease symptoms, and knowledge of preventive behaviors ranged from 0.72 to 0.93. Conclusion The current study provides some support to the internal validity and reliability of the iron-deficiency anemia prevention scale among mothers who had female primary school children in Afghanistan. This scale can be beneficial to planning health programs based on the promotion of iron- deficiency anemia prevention among elementary school girls by their mothers in Afghanistan and other similar cultural settings.

The Impact of Storytelling on Improving Social Problems, Aggressive Behaviors, and Law-Breaking Behaviors of Primary School Children

This article focuses on effect of storytelling on improving emotional-behavioral issues such as social problems, aggressive behavior, and rule of law breaking behavior among male and female elementary school children. This is an experimental study on 68 students studying at an elementary school in a City of Iran in the academic year 2017-2018. Then the parent version of the Child Behavior Checklist (CBCL) was completed purposively to select 30 students with the highest scores. They were then randomly divided equally into the experimental and control groups (15 participants per group). The experimental group received fifteen 60-minute sessions taught by two teachers experienced in storytelling. When the storytelling period was over, the CBCL was given to the parents and teachers who had first completed it. The multivariate analysis of covariance (MANCOVA) was employed to analyze the data in SPSS 23. According to the results, there was only a significant difference between the experimental and control group in rule of law breaking behavior at the end of the storytelling sessions based on the assessment made by parents and teachers. Regarding social problems and aggressive behavior, there was no significant difference between the two groups. In addition, analysis of the partial eta squared (η²) values showed that storytelling explained 13% of variance of the rule of law breaking behavior.

Pembelajaran Bahasa Inggris dengan Metode Cerita, Percakapan, Latihan, dan Karya Wisata Bagi Anak Usia Sekolah Di Dusun Sambisari, Kalasan, Sleman, Yogyakarta

English in the era Industrial Revolution 4.0 became the main requirement in various sectors. Indonesia educational fields gave attention for English subject so that became a local content subject in elementary school. In providing foreign language skills to elementary school children, it needs certain methods to suit their world. Learning English for elementary school children should be suitable for their needs, such learning through play, active learning, effective learning, and fun. The aim of community service is to know the learning methods that are more preffered by the elementary school children and to provide basic knowledge on kinds of material such ‘how to introduce your self’, ‘direction’, ‘5W + 1H’. From its activities, it is found that the learning methods that is most preffered by the female elementary school children are story telling method, while games method more chosen by the male of school age children. There is an increase in knowledge of participants related to basic material ‘how to introduce your self’, ‘direction’, ‘5W + 1H’, it is proven by the results of the post test that has been done. The knowledge value of participants as many as 15 elementary school age children before learning is ± 62.80 and after the community service is ± 80.33.Keywords: Learning English, elementary school age children, learning methods

Strengths and Difficulties Questionnaire Parent Report (SDQ-PR) As Screening Instrument of Children Mental Health in Indonesia

This study aims at examining the agreement level between clinical diagnoses by a senior psychologist in the hospital and diagnoses/screening on Strengths and Difficulties Questionnaire conducted by parents. Using ICD 10 (Indonesian version) as the gold standard, a clinical child psychologist diagnosed 253 male and female elementary school children aged 7-14 years old. Parents of the same children were requested to fill-out the SDQ questionnaire (SDQ-PR). Psychometric property of SDQ-PR was analyzed using Alpha Cronbach and Principal Axis Factoring Analysis. Screening quality of SDQ-PR was examined using Receiver Operating Characteristic (ROC), Likelihood Ratio (LR+ and LR-), and Chi-square. Reliabilities of SDQ-PR in all subscales were (α = 0.562 to α = 0.684) except subscale of peer-problem (α = 0.174). Different from the original version of SDQ-PR that consists of 5 subscales, this study revealed 8 subscales. LR and ROC analyses for hyperkinetic revealed LR+ = 1.84 and LR– = 0.51, sensitivity = 67.6% and specificity = 63.3% with cut-off score ≥ 6. For behavior disorder, the LR+ = 2.3, LR- = 0.42, sensitivity = 70.96%, and specificity = 69.15% with cut-off score ≥ 4. As for behavior disorder the LR+ = 1.07, LR- = 0.94, sensitivity = 50%, specificity 53.27% with cut-off score ≥ 4. Chi-square score indicated a significant correlation between SDQ-PR and the diagnoses from child psychologist for hyperkinetic and behavior disorder, but not for an emotional problem.

Influence of gender on the tactical skill and motivational aspects in invasion sports in Physical Education

The main purpose of the present study was to compare the objective, perceived and conceptual tactical skill in invasion sports (indoor football and basketball) between male and female elementary schoolchildren; and secondarily was to compare between genders, physical activity´s levels, intention to be physically active, perceived coordination/competence, intrinsic satisfaction in sport and climate task in Physical Education. A total of 104 elementary schoolchildren of 5th-6th grade of Primary Education, 49 males and 55 females (average age = 10,63 ± 0,64 years), were assessed of objective perceived and conceptual tactical skill in invasion sports, through small-sided games, as well as intention to be physically active, perceived coordination/competence, intrinsic satisfaction in sport and climate task in Physical Education. The results showed that male schoolchildren had significant higher levels of objective and perceived tactical skill, intention to be physically active, perceived competence/coordination, and fun than females (p < 0.05), as well as less boredom´s levels (p < 0.05). However, significant differences for the conceptual tactical skill, physical activity´s levels and climate task in Physical Education were not found (p > 0.05). In the teaching of invasion sports, Physical Education teachers should develop specific strategies for this content, to avoid problems derived from gender differences.

Prevalence of obesity in elementary school children and its association with dental caries.

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Prevalence of obesity in elementary school children and its association with dental caries.

ObjectivesTo investigate the prevalence of obesity among elementary school children and to examine the association between obesity and caries activity in the mixed dentition stage.MethodsThis cross-sectional study was conducted in King Abdulaziz University, Jeddah, Kingdom of Saudi Arabia between September 2014 and June 2015 using a multi-stage stratified sample of 915 elementary school children (482 boys, 433 girls) in Jeddah, Saudi Arabia. Anthropometric measurements, consisting of height, weight, body mass index (BMI), and waist circumference (WC), were obtained. Children were classified as underweight/healthy, overweight, or obese and as non-obese or obese according to their BMI and WC, respectively. Each child’s caries experience was assessed using the decay score in the primary and permanent teeth.ResultsBased on BMI, 18% of children were obese, 18% were overweight, and 64% were underweight/normal. Based on WC, 16% of children were obese, and 84% were non-obese. Girls had a significantly higher prevalence of obesity based on WC measurements (p<0.001), but not BMI. Children enrolled in private schools had a significantly higher prevalence of obesity (p<0.05) than those in public schools. For primary and permanent teeth combined, children with higher BMI and WC had a lower prevalence of caries (p<0.05).ConclusionThe prevalence of obesity was high among male and female elementary school children. Overall caries activity was inversely proportional to BMI and WC.

Şehir ve Kırsal Kesimde Yaşayan İlkokul Çocuklarının Cinsiyete ve Yaşa Göre Fizik Kondüsyon Düzeylerinin Belirlenmesi

Objective: Both physical fitness and activity are important health and skill-related parameters. Reference data from a population is important for children after rehabilitation for injuries and for talent identification. The aim of this study was to reveal the physical fitness levels and gender differences of rural and urban children. The survey also aimed to obtain reference data on physical performance in Turkish Cypriot children. Material and Methods: To reveal the differences in the physical fitness of children living in urban and rural districts of Turkish Cypriot population, 7414, male and female elementary school children aged 9-11 years from 90 schools in the Turkish part of Cyprus were tested. Testing procedures were similar to the Eurofit tests. The Eurofit tests included 7 motor and cardiovascular (aerobic) tests. The subjects underwent motor (flexibility, balance, standing broad jump, hand grip, sits ups, and plate tapping, 10 x 5 m shuttle run), and cardiovascular health-related (aerobic) fitness assessments. In addition, height, body mass and skinfold thicknesses were assessed and body mass index (BMI) was calculated. Results: The results showed that BMI and sum of skinfold thicknesses were higher in the urban children (p< 0.05). Performance increased with age both for males and females and BMI increased with age with only small differences between genders. Differences in cardiopulmonary and motor fitness were also found between groups (p< 0.05). In addition, jumping abilities and muscle endurance were significantly higher in rural children (p< 0.05). Conclusion: The results of this study suggest that the children living in the urban have lower flexibility, muscle endurance and strength level than those who live in rural region.

Relações entre desempenho escolar e orientações motivacionais

O objetivo deste estudo foi investigar as relações entre desempenho escolar de alunos do ensino fundamental e suas orientações motivacionais. Participaram 150 estudantes, entre 9 e 12 anos de idade, de uma escola pública do Estado de São Paulo, que cursavam a 3ª e 4ª séries do ensino fundamental. Os resultados revelaram que na terceira série houve uma correlação significativa e negativa entre motivação extrínseca e desempenho escolar, ou seja, quanto menor o desempenho escolar maior a motivação extrínseca. No que diz respeito à motivação intrínseca e o desempenho escolar, as variáveis não apresentaram correlação significativa. Na 4ª série houve uma correlação significativa e negativa entre motivação extrínseca e desempenho escolar, ou seja, quanto menor o desempenho escolar maior a motivação extrínseca. No que diz respeito à motivação intrínseca e o desempenho escolar as variáveis apresentaram correlação significativa e positiva, indicando que quanto maior o desempenho maior a motivação intrínseca.

Prevalence of Iron Deficiency Anemia among Female Elementary School Children in Northern Jeddah, Saudi Arabia

The aim of this study was to assess the prevalence of iron deficiency and iron deficiency anemia in relation to variables such as: age, weight, height, mother's education, number of family members, and nutritional habits among female elementary school children (age 6-12 years) in the western province of Saudi Arabia. A total of 123 female children were selected for this study. Complete blood count, serum iron, ferritin and total iron binding capacity were measured to assess iron deficiency and iron deficiency anemia. Overall, the prevalence of iron deficiency and iron deficiency anemia in this study was 23.0%. Data showed that the majority of anemia cases in this study were normocytic type. Anemia was more prevalent among students of age 10-12 years as compared to younger age group. In addition, there was no relationship between iron deficiency anemia and number of family members or mother's education. Anemic students were not aware of their nutritional habits. It was concluded that iron deficiency anemia is a problem among young girls, especially among those of age 12 years in western region of Saudi Arabia. It is recommended that the iron-folate supplementation program for pregnant women be expanded to non-pregnant women, including young girls.

Visuospatial learning in elementary school children with and without a family history of alcoholism.

Chronic alcohol abuse has been consistently associated with cognitive deficits in right-hemisphere-mediated visuospatial operations. Recent evidence indicates that visuospatial deficits may be present in alcoholics prior to the onset of chronic heavy drinking, but it remains unclear whether such deficits are present prior to any alcohol exposure in persons at risk of developing alcoholism. The purpose of this study was to investigate visuospatial information processing in young children with and without a family history of alcoholism. Male and female elementary school children (N = 36), ranging in age from 6 to 11 years, served as participants. Of these children, 18 were from families in which one or both biologic parents had a history of alcoholism. The remaining 18 children had no family history of alcoholism or alcohol-related problems. During a single experimental session, each child received a visuospatial paired-associate learning task, requiring the learning of the spatial positions of five low semantic content "nonsense shapes." The learning performance of the children with a family history of alcoholism was significantly poorer than the performance displayed by the children with no family history of alcoholism. The family history positive children required significantly more trials to learning criterion, gave fewer correct responses and committed more errors. Further, an analysis of response-type frequency relative to the learning trials and analysis of response intercorrelations indicated that the pattern of learning displayed by the children with a family history of alcoholism was similar to that displayed by detoxified alcoholics during a similar learning task.

Correspondence Between Teacher Ratings of Childhood Depression and Child Self-ratings

Previous research has reported a low correspondence between teacher ratings and child self-ratings of depression. It was hypothesized that this finding was due to the teachers using a single, global rating which masked knowledge of more specific symptoms of depression in children. Twelve elementary school teachers rated 62 male and female elementary school children on affective, cognitive, motivational/withdrawal, and vegetative symptoms of depression. Students completed the Childhood Depression Inventory (CDI). Items of the CDI were divided into affective, cognitive, motivational/withdrawal, and vegetative categories. Correlations between teacher ratings and CDI component scores were either nonsignificant or were in the opposite direction predicted. Results are discussed in terms of possible reasons for the poor correspondence between teacher and child ratings.

The relationship between assertion and sociometric status of children

A correlational study was conducted in an effort to examine the relationship between children's level of assertive skill and their social (sociometric) status. The Ss were 15 male and 15 female elementary school children ranging in age from 9 to 11 yr. Each S was administered: (a) positive and negative peer nominations and roster and rating scale sociometrics; (b) self-report questionnaires concerning their assertive behavior; and (c) standardized interviews to assess knowledge of assertive behavior. In addition, teachers' ratings of children's interpersonal behavior were obtained. Results indicated some degree of correspondence between assertion indices and sociometric ratings. However, correlation coefficients generally were in the low-to-moderate range. Also, several scales from children's self-report and teacher's ratings of children's assertive behavior differentiated high- and low-popular children. Results are discussed in terms of: (1) the utility of employing multiple criteria in assessing social functioning of children; and (2) the need to determine empirically the relevance of assertive and other interpersonal skills in childrens' social repertoires.

Children's Color Vocabulary

The purpose of this study was to examine the use of color terms by male and female elementary school children. Thirty-six children were asked to label colors. A significant difference was found between younger females and older females, tentatively indicating a developmental trend that may explain the differences in color term production between adult females and adult males. No significant differences were found between males and females, or between younger males and older males.

The validity of role play tests for assessing social skills in children

A correlational study was conducted in an effort to examine the validity and reliability of role play tests for assessing social skills in children. Twenty-two male and twenty female elementary school children, ranging in age from 8–10 years, responded to role play scenarios involving social interactions. In addition to the role play procedure, a number of other assessment strategies were utilized: (1) observations of behavior in naturalistic settings, (2) sociometric ratings, and (3) teachers' ratings. Results did not support the validity of the role play test. Correlations between role play performance and criterion measures were generally quite low. Test-retest reliability of the role play tests also was unacceptable. Further, results indicated that while several significant relationships were found between children's sociometric scores and teachers' ratings of interpersonal behavior, little association was found between these measures and global ratings of friendliness in role play and in vivo situations. Results are discussed in terms of the validity and utility of role play tests for children, the relationship of these data to previous research in social skills assessment, and the heuristic value of examining research concerning children's interpersonal functioning from developmental and social psychological perspectives.