School Kids Research Articles

Parental Gender Stereotypes and Student Well‐Being in China

ABSTRACTA prominent gender stereotype claims that “boys are better at learning mathematics than girls.” Confronted with such a parental attitude, how does this affect the well‐being of 11‐ to 18‐year‐old students in Chinese middle schools? Although well‐being has often been shown to be not much gender‐diverse, the intergenerational consequences of such stereotypes are not well studied. Expecting too much from boys and too little from girls might damage self‐esteem among school kids. Using large survey data covering districts all over China reveals that one‐quarter of the parents agree with the math stereotype. It is shown that this has strong detrimental consequences for the offspring's well‐being. Students are strongly more depressed, feeling blue, unhappy, not enjoying life, and sad with no male–female differences, whereas parental education does not matter for this transfer. Various robustness tests including other than math stereotypes and an IV analysis confirm the findings. Moderating such effects, which is in line with societal objectives in many countries, not only supports gender equality but also strengthens the mental health of children.

Pengaruh Kecerdasan Emosional dan Kecerdasan Spiritual Terhadap Prestasi Belajar Pendidikan Agama Islam Dan Budi Pekerti Peserta Didik Di SD Negeri Kecamatan Pamboang

The impact of spiritual and emotional intelligence on students' learning outcomes in Islamic Religious Education and Budi Pekerti in SD Negeri Pamboang District is examined in this study. This kind of study is categorized as quantitative research with Ex Post Facto paradigm. A questionnaire was utilized for data collection, and descriptive and inferential statistics, together with partial and multiple regression analysis for hypothesis testing, were employed for analysis. The study's findings suggest that: 1) The Pamboang sub-district's primary school kids' learning success demonstrates the greatest proportion in the range of 81-79, with a frequency of 48 and a percentage of 31%. That is, 48 students received a score between 79 and 81; 2) With a coefficient of determination of 54%, emotional intelligence has an impact on students' learning success in the PAI and Budi Pekerti topics in SD Negeri Pamboang District. This indicates that emotional intelligence has a significant enough impact on pupils' academic success; 3) With a determination coefficient of 27,8%, spiritual intelligence has an impact on students' learning success in the PAI and Budi Pekerti topics in SD Negeri Pamboang District. This indicates that spiritual intelligence has a significant impact on students' learning outcomes; 4) Students' learning outcomes in PAI and Budi Pekerti topics are influenced by both spiritual and emotional intelligence, with a 61% coefficient of determination. This indicates that spiritual and emotional intelligences have a significant enough impact on students' learning outcomes.

Is AI the end of Human Creativity

Artificial intelligence (AI) is not the end of human creativity but rather a potent instrument tocomplement and expand it. In contrast to humans, AI is limited in its ability to think creatively, emotionally,and intuitively. Working together with AI, we may take use of its features to automate mundane chores andobtain insights, leaving us more time and energy for creative problem solving. Instead of restricting humancreativity, combining it with AI technology might lead to ground-breaking advances in the arts, sciences,and other creative fields. Participants were 80 secondary school kids (mean age = 15) from variousschools throughout India. The question, How do we sustain life on Mars? was posed to the class. Sixtystudents were responsible for completing this assignment during class time. Twenty pupils participatedin this after-school activity. Study participants' perspectives on the question Is AI the end of humancreativity? were analysed. A content analysis of the students' answers to many essential questionsprovided insight into this issue. The findings show that the students had a firm grasp on four keyconcepts related to artificial intelligence and creativity social, emotional, technical, and learning.

“Middle East conflict in Berlin schools”: on the affectability of “fake news”

Abstract The article revisits my older work on moral panics over “Muslim homophobia” and youth crime to make sense of the arrival of a new criminalized figure: the Palestinian school kid who becomes prone to terrorism and antisemitism after consuming “fake news” on social and Arabic-language media. It addresses the current outbreak of anti-Palestinian racism in Germany as the latest expansion of an archive of criminalization that targets young people who, far from innocent and deserving of care and education, are constructed as folk devils that require heavy-handed punishment, segregation and deportation. While former panics have singled out the problematic heterosexualities of Muslim populations that fail to catch up with women-and-LGBT-friendly communities that care about diversity, the debate about the “Middle East conflict in Berlin schools” foregrounds media use as a central determinant of cultural pathology. This departure from languages of care and diversity, the article argues, reflects a dehumanizing tendency in racial capitalism that appears increasingly undisguised.

School knowledge of infectious diseases in schools: conducting surveillance and on-demand, symptomatic respiratory viral testing in a large pre-kindergarten-12th grade school district.

Limited data about acute respiratory illness (ARI) and respiratory virus circulation are available in congregate community settings, specifically schools. To better characterize the epidemiology of ARI and respiratory viruses in schools, we developed School Knowledge of Infectious Diseases in Schools (School KIDS). School KIDS is a prospective, respiratory viral testing program in a large metropolitan school district (pre-kindergarten-12th grade) in Kansas City, Missouri. During the 2022-2023 school year, all students and staff were eligible to participate in surveillance respiratory viral testing at school by submitting observed self-administered nasal swabs monthly. Participants could also submit a nasal swab for on-demand symptomatic testing when experiencing ≥1 ARI symptom, including cough, fever, nasal congestion, runny nose, shortness of breath, sore throat, and/or wheezing. Swabs were tested in a research laboratory using multipathogen respiratory polymerase chain reaction assays. Participants were evaluated for ongoing viral shedding by collecting two weekly nasal swabs (i.e., convalescent), following initial on-demand symptomatic testing. Participants were asked to complete an electronic survey to capture the presence and type of ARI symptom(s) before the collection of respiratory swabs. From 31 October 2022 to 29 June 2023, School KIDS enrolled 978 participants, including 700 students, representing 3.4% of the district student population, and 278 staff members. Participants submitted a median of six surveillance, one symptomatic, and two convalescent specimens during the study period. A total of 6,315 respiratory specimens, including 4,700 surveillance, 721 on-demand symptomatic, and 894 convalescent specimens, were tested. Overall, a virus was detected in 1,168 (24.9%) surveillance and 363 (50.3%) symptomatic specimens. Of the 5,538 symptom surveys sent to participants before scheduled surveillance testing, 4,069 (73.5%) were completed; ARI symptoms were reported on 1,348 (33.1%) surveys. Respiratory surveillance testing in schools is feasible and provides novel information about respiratory virus detections in students and staff attending school. Schools are an important community setting, and better knowledge of respiratory virus circulation in schools may be useful to identify respiratory virus transmission in the community and assess the impact of effective infection prevention measures.

The Impact of Reading on Children’s Cognitive and Language Development

Literature has always been regarded as one of the best methods available that can positively influence the development of young preschool and kindergarten children, but also older school kids. However, in order for it to make a significant impact, we need to make sure that the content that is being read is appropriate for the age of the children we are reading to. If young children are exposed to adult literature or such that they cannot understand at their language level, it does not help their language improvement and development. In order for literature to make a full impact on both language and cognitive development, we need to use appropriate materials to reach satisfying results, in this case, genres which have been specifically crafted for the language level of the targeted audience. The aim of this paper was to explore the impact of reading to children (specifically literature designed for their language level) by doing a replication study based on the paper done by Fekonja et al. (2007), analyse the results and compare the two classes on a language measurement scale in order to see the impact of literature on language development. The results showed a significant difference in language development between the two groups, favouring the experimental group, which reinforces the importance of incorporating systematic reading of children’s literature into educational practices.

Bodies and Bites: a medical school program that teaches anatomy, physiology, and nutrition to elementary school kids.

Undergraduate medical students who participate in community outreach programs gain a multitude of benefits that impact not only their professional development but also the well-being of the communities they serve. At the Virginia Tech Carilion School of Medicine (VTCSOM), students have the opportunity to volunteer in the "Bodies and Bites" program at the West End Center for Youth, an after-school educational center that serves K-12 children in Roanoke, Virginia. The purpose of Bodies and Bites is to teach elementary school children in 2nd to 5th grade how their bodies work and how to keep them healthy through good nutrition and exercise. All sessions are led by VTCSOM medical students and graduate students from our partnering academic institution, the Fralin Biomedical Research Institute (FBRI). Each week, the children and Health Professions students explore a different topic related to human anatomy and physiology using anatomical models, small group discussions, and hands-on activities. At the end of each session, the participants create a healthy snack related to the day's topic. The overall goal of the present study was to assess the perception of the Bodies and Bites program from the view of our student volunteers, and the 4th and 5th graders who attend the West End Center. Now in its 6th year, Bodies and Bites continues to be popular as a voluntary program among our Health Professions students, and is well received by the West End Center and the elementary school children they serve. Our students and community mutually benefit from this program, with the former having an opportunity to briefly disengage from the rigors of their studies while gaining valuable skills in science communication and inspiring children to pursue fields in Science, Technology, Engineering, Math, and Medicine (STEMM), and the latter having fun while learning about their bodies and discovering ways to improve their health.

Efektifitas belajar gerak dasar berbasis permainan tradisional Aceh untuk siswa sekolah dasar

The primary objective of the study is to assess the efficacy of teaching fundamental movements using traditional Acehnese sports among elementary school children. This study employs descriptive quantitative research methodologies. The participants in this study consisted of primary school pupils from upper and lower socioeconomic classes. The study included 35 students, and its efficacy was tested. The findings of this study indicate that kids in primary school might enhance their fundamental motions by utilizing traditional Acehnese games. This can be demonstrated by the disparity between the average pretest and posttest scores, which amounts to 19.34286. This discrepancy reflects the variation in scores obtained from the fundamental movement ability test. Moreover, the key finding from this data set is the computed t value of 68.864 with degrees of freedom (df) equal to 34, resulting in an associated table value of 2.032. When comparing the estimated t value to the t table, it is found that the sig value or the p-value is 0.000, which is greater than 0.05. Therefore, the null hypothesis (H0) is discarded. Consequently, there are disparities in the outcomes of the fundamental movement aptitude tests conducted on the experimental population before (pretest) and following (posttest) therapy utilizing the basic motion learning model derived from traditional Acehnese games. The novel aspect of acquiring fundamental movements through traditional Acehnese games serves as both a means of learning these motions and a platform for understanding the inherent values inside these games

Strategi Self Reward dalam Meningkatkan Prestasi Belajar Siswa Tingkat Sekolah Menengah Atas

Self-reward is used as a sign of appreciation and reward for individuals for the efforts that have been passed before. High school kids' self-rewarding can play a significant part in piquing their interest in learning. Giving appreciation to oneself or doing self-reward needs to be done by some students because by doing self-reward students can give appreciation for the endeavors undertaken and feel happy to be able to maintain mental health. This research uses the literature review research method. This study adopts a qualitative methodology, as well as the methods for data analysis used are those that include content analysis. This research is also used in three actions: data gathering, reducing, presenting, and making conclusions. This investigation concludes that the use of the self-reward strategy is important for students to develop learning achievement. Additionally, self-reward can foster learning motivation among students.

Upaya Meningkatkan Motivasi Belajar Matematika Siswa SD Melalui Optimasi Game “Moving Twins”

Elementary school (SD) students must possess fundamental mathematical abilities. One of them is the capacity to execute numerical calculation procedures. Evidence from the field indicates that the academic performance of primary school kids in mathematics remains at a poor level. This occurs due to the constraints imposed by teachers on pupils' activities at school, leading to a rapid onset of boredom during the learning process. Hence, it is imperative to establish a novel educational environment by leveraging media tools to enhance the enjoyment and dynamism of the learning process. The learning method "MOVING TWINS" will be utilized. The objective of this study is to enhance the learning motivation of primary school children in the subject of arithmetic operations by utilizing the Moving Twins game. The participants of this study consisted of elementary school kids, selected using the purposive sampling technique. This study employs a pre-experimental design known as a one group pretest-posttest design. The research findings indicate that employing the Moving Twins Game can enhance the learning motivation of primary school pupils in the domain of number counting operations. Keywords: Learning Motivation, Arithmetic Operations, Moving Twins Game.

Research on kindergarten and primary school students’ magnetic misconceptions and how to plan educational activities

Because magnetism is such an abstract and complicated subject, it can be challenging for children to comprehend at times. Magnetism is a subject that youngsters find to be really exciting. The topic of magnetism is one that children find to be both fascinating and fascinating. There has not been nearly as much research done on how children perceive magnetism as there has been on other natural phenomena. This is even though youngsters consider magnetism to be something that is exciting. Despite the fact that children perceive magnetism to be more attractive than other natural phenomena, this is the case. This particular piece of research is regarded as an important piece of re-search owing to the fact that it has an impact on the way in which learning is experienced. The goal of this study is to analyze the misconceptions that are held by children who are enrolled in elementary school. The research will be conducted with the intention of providing teachers with a theoretical framework upon which they can construct educational activities that are relevant to the requirements of primary school pupils. The ability to construct educational activities that are pertinent to the requirements of elementary school kids will be made possible as a result of this innovation.

Implementing a student-centered stroke intervention and prevention education program; evaluating motivation, cognitive load, and performance among middle school students.

In this study, we investigated the association between motivation, cognitive load, difficulty, and performance in a stroke education outreach program implemented for middle school students. Various interactive instructional activities were developed to engage students throughout the program to assess cognitive and intrinsic load arising from learner implementation of various tasks in a stroke education program for middle school kids. Performance was measured using a post-test to assess knowledge gained by the 6th, 7th, and 8th-grade middle school students. A short questionnaire was also administered to collect data on students' motivation using the ARCS model to asses attention, relevance, confidence, and satisfaction. In addition, we evaluated difficulty level and cognitive load. The relationship between performance and motivation was assessed using Pearson's correlation. In our results, there was no significant difference (p > 0.05) in performance between the 6th, 7th, and 8th-grade students. The difference in performance, cognitive load (mental effort and difficulty), or motivation between the 6th, 7th, and 8 t-grade students was not significant (p > 0.05). The correlation between motivation and performance was significant (r = 0.87, p = 0.001), while the correlation between mental effort and performance was not significant (r = 0.34, p = 0.270). Also, the correlation between difficulty and performance was not significant (r = 0.38, p = 0.361). In the ARCS motivation model, attention, and confidence received the lowest mean scores (3.9), while relevance received the highest score (4.3). Our findings reveal the importance of implementing novel activities to enhance students' motivation to improve performance in the implementation of stroke education outreach programs for middle school students.

The Effectiveness of Learning Number Heads Together on Critical Thinking of Class IV Students Learning PPKn

The general learning objectives as well as the members of the study group's social, physical, and mental characteristics are all part of the effectiveness of learning. Students' critical thinking abilities may be improved by learning number heads collectively. The capacity for critical thinking entails the capacity for reasoned, reasonable thought as well as the capacity for problem-solving. Students can develop their personalities and be able to articulate their ideas by using critical thinking. The type of research that was employed was descriptive quantitative research, and the purpose of this study was to describe and describe in a factual, methodical, and precise manner the usefulness of using number heads alongside learning to foster critical thinking in elementary school kids. It is well known that the t-count, which is 6,007 > 2,093, exceeds the t-table. with a 2-tailed sig. value of 0.000. H1 is accepted and H0 is denied because it can be observed that the significant value of 0.000 is less significant than the significance of 0.05 (0.000 0.05). This indicates that there is a considerable difference in the effectiveness of teaching pupils to think critically before and after using number heads together.

RESTRICTION AND FREEDOM: TO EVALUATE THE LONG-TERM IMPACT OF PLAYTIME ACTIVITY RESTRICTIONS ON STUDENT HEALTH AND LEARNING EFFICIENCY

This research critically examines the prohibition on primary school kids during playtime and its potentially harmful impact on student development. The theoretical backdrop and literature analysis emphasised the importance of playtime activities in improving kids' physical and mental health, social skills, and cognitive development. According to the study, limiting playtime activities may overlook pupils' basic requirements, affecting their overall development. The paper examines the problem of prohibition through the lenses of pedagogy, psychology, physiological health, and human development and makes recommendations for increasing the diversity of activities and encouraging students to participate in decision-making to improve students' health and learning efficiency.<p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/lit/0457/a.php" alt="Hit counter" /></p>

Kajian Dampak Tiktok Pada Siswa Sekolah Dasar: Kelebihan, Kekurangan, Dan Implikasi Pendidikan

TikTok app is a video-based online social media application with interesting special effects designed to interest many people, especially children. These elementary school kids love to play, and the playful nature of children makes them interested in the tiktok app and its features. The purpose of the study was to assess the advantages, disadvantages and implication of the tiktok application for elementary school students in Krikilan 1, Kec. Kab, Kalijambe Sragen, Prov. Southeast Java qualitative research, also known as field research , requires interviews and observation of respondents or actors. Children, class teachers, and parents of SD Krikilan 1 were used as research subjects. Utilizing observation and interview methods for data collection, data reduction, data presentation, and conclusion drawing are the three parts of the data analysis method used. According to research findings, the most popular TikTok app content for children aged 6 to 8 years is about challenges, food, cuisine, even student idols such as Ibnu wardani and Fuji. The average use of the tiktok application ranges from 30 minutes to 2 hours. The tiktok app has both positive and negative impacts on children who are 6 to 8 years old. The bad result is that children lose interest in learning, while the positive result is that it can foster and develop creativity and help children develop their skills in video editing.

Effectiveness of Physical Activities in Students’ Mental Health at Elementary Level

This study investigates the effectiveness of physical activities in improving the mental health of elementary students. Preliminary analysis reveals a significant positive correlation between participation in physical activities and various indicators of mental health, including self-esteem, emotional regulation, and social competence. Certain types of activities, such as team sports and outdoor play, appear particularly beneficial. The study underscores the importance of integrating physical activities into the school curriculum to support the overall well-being and academic success of elementary students. The research was exclusively of a quantitative type. The association between students' physical activity levels and their mental health at a particular moment in time was investigated using a correlation research methodology. The elementary school children enrolled in public schools in District Layyah made up the study's population. There were 37,820 kids in the target population overall, comprising students in Grades 6, 7, and 8. There were 37820 people in total, and 380 pupils were chosen at random to make up the sample. Indicators of mental health and levels of physical activity were measured using a survey questionnaire. Structured questionnaires were used to gather data from the chosen group of primary school pupils. Using the proper statistical techniques, such as inferential and descriptive statistics, the collected data was examined. The data were summarized using descriptive statistics including mean, standard deviation, and frequency distributions. Inferential statistics, such as correlation analysis, were used to investigate the connections between primary school kids' levels of physical exercise and their mental health outcomes. All statistical tests were conducted with a significance threshold of p < 0.05. To make it easier to grasp and analyze the results, the data analysis results were presented as tables and figures. Based on the findings, the research questions were answered and conclusions were made. This study is important because it offers guidance on how parents, legislators, and educators can help their children engage in physical activity. Evidence-based guidelines, treatments, and policies aimed at improving mental and physical well-being can be informed by the results.

Acceptance And Shelf Life Of The Raisins And Edamame Brew As a Healthful Drink For Elementary School Kids

Background: Brew drinks are one type of functional food. When elementary school-aged children show signs of malnutrition, they can have this drink—made from edamame beans and raisins—for breakfast or as a snack. Edamame beans, raisins, maltodextrin, tween 80, vanilla, and salt are the ingredients used to make this brewed drink. This study aims to optimize edamame bean and raisin drinks' nutritional value, shelf life, and formulation.Research Methods: This study used a completely randomized design with two factorials: the weight of edamame beans and raisins with four formulas. Thirty-five untrained panelists carried out sensory tests in the food laboratory of the Palembang Health Polytechnic Nutrition Department, and proximate tests were carried out in the CV Saraswati Bogor laboratory.Research Result: Formulation 1 (30 grams of edamame beans, 10 grams of raisins) is the chosen brewed drink formula based on the sensory data acquired. For every 100 grams of brewed drink, Formula 1 measured the energy content: 404.82 kcal, 8.6% protein, 5.58% fat, 79.96% carbohydrates, 4.21% water, and 1.5% ash. In the meantime, this brewed beverage has a two-month shelf life.Conclusion: The acceptance of edamame beans and raisins beverages varies depending on the mouthfeel and flavor. After a drink was steeped in edamame beans and raisins for 60 days, the Total Plate Count (TPC) test yielded a value of 0.

Development and Validation of Hypertension Educational e-Book for Children Aged 10 to 12 Years Old

Early childhood education is crucial in preventing disease, and the sustainability of healthy behaviour throughout this stage will develop a healthy adult in the future. To our knowledge, no widely specific booklet is documented in Malay that emphasises the targeted population, which is primary school kids for public use. Therefore, this study intended to develop a child-friendly hypertension e-book for children aged 10-12. This research employed design and development research, which embodied three phases: (I) analysis of hypertension-related information, (II) design and development, and (III) expert validation. Seven experts selected and used the ECVIH to validate the e-book content.

Trait mindfulness's effect on junior high school students' social anxiety: psychological resilience acts as a mediation factor

The current research studied one's connection between trait mindfulness and social anxiety in junior high school students using mental resilience as an intermediary variable. The Resilience Scale for Chinese Adolescents (RSCA), the Mindful Attention Awareness Scale, and the Social Anxiety Scale for Adolescents (SAS-A) were used for providing a survey to 276 Chinese junior high school students. The key findings were as follows: 1) Social anxiety, psychological resilience, and trait mindfulness were found to be significantly correlated; 2) Psychological resilience acted as a partial mediating factor in establishing a link between trait mindfulness and social anxiety among junior high school students. Thus, the more trait mindfulness junior high school children have, the less social anxiety they experience, with psychological resilience serving as a partly mediation role. All things considered, this results explain this process by which trait mindfulness impacts social anxiety in this age range, providing guidance for interventions aimed at reducing social anxiety in junior high school kids.

Learned helplessness and anxiety among a sample of primary school students with learning difficulties

Introduction. In primary education, understanding the psychological experiences of students with learning difficulties is of utmost importance. Among the various psychological factors that can impact their well-being, learned helplessness and anxiety have been identified as significant contributors. Learned helplessness refers to a state of perceived powerlessness and a belief that one's actions do not influence their outcomes. Coupled with anxiety, it can create a debilitating cycle that hinders academic progress and emotional well-being. This study explores the relationship between learned helplessness and anxiety among a sample of primary school students with learning difficulties. By shedding light on these interrelated factors, this research seeks to provide insights that can inform targeted interventions and support strategies to enhance the educational experiences and overall well-being of students facing learning challenges. Aim. This study aimed to identify the level of learning disability and anxiety among primary school students with learning difficulties in the Karak governorate in Jordan. Materials and methods. The study followed the descriptive survey approach, and the study sample consisted of (150) students from the fifth basic class students in the Karak governorate in Jordan, and to achieve the objectives of the study, the researcher used the learning disability scale and anxiety scale. The results. Students were found to have significant levels of learning impairment, with 19 questions rated as "very difficult" or "very difficult to do." These items revealed students' difficulties with group work tasks, emotions of hopelessness, and perceptions of their own weakness. In one set of data, the statement "I cannot engage in activities of a group work nature" got a mean score of 3.99 and a standard deviation of 1.21. In fact, only 3 items obtained average ratings, with "I avoid tough chores and duties" receiving the lowest score (mean = 3.60, standard deviation = 1.31). High levels of anxiety were also reported by students, with the highest levels being related to problems concentrating and breathing (mean anxiety scores of 4.57 and 4.47, respectively). Traditional teaching methods, overcrowded classrooms, family upbringing, and the educational environment are all hypothesised to contribute to the elevated anxiety levels seen in students with learning impairments. Pervasive difficulties affecting the students' well-being and educational experiences are indicated by the mean scores of 3.78 (SD = 1.12) and 3.89 (SD = 1.08) for learning disability and anxiety, respectively. Conclusions. Primary school kids in Karak governorate, Jordan, who were having difficulty learning found to have high levels of acquired helplessness and anxiety, indicating severe emotional suffering, according to this study. It was speculated that factors such as traditional teaching methods, overcrowded classrooms, parental involvement, and the general educational atmosphere all played a role. The results highlight the immediate need for educational method improvements and the provision of holistic support to lessen the effect of these psychological obstacles on students, with the ultimate goal of bettering their educational experience and general well-being. In light of these findings, it is imperative that educators, politicians, and carers reevaluate and restructure the current educational and support systems to better accommodate students with learning impairments.