Late Elementary School Research Articles

School Racial Composition and Changes in Black Children’s Academic Engagement and Motivation During Late Elementary School

School Racial Composition and Changes in Black Children’s Academic Engagement and Motivation During Late Elementary School

The interplay between I and We intentionality

We and I intentionality appear to be two distinct forms of human intentionality, as one cannot be explained in terms of the other. We-intentionality is part of the psychological infrastructure at the basis of human cooperative behavior, while I-intentionality is potentially more related to competitive relationships with conspecifics. Our work tries to empirically address the relationship between these two forms of human intentionality as exhibited during the early stages of human development. The experimental setting consisted of four different games, two competitive and two cooperative. We focused our experiment on three age groups and schooling: Early Elementary School Children (mean = 5 years 6 months; σ = 4.2 months), Late Elementary School Children (mean = 9 years 4 months; σ = 7.5 months), and Adult University students (mean = 21 years; σ = 11 months). The key aspect of the investigation was that only one participant was informed of the game, rules, and reward. The second participant came to the set uninformed. It was the first participant's decision whether and how to engage the latter in the game. We were especially interested in the communicative behaviors: when and how the informed participant would share his or her information. We observed that the Adult University Informed participants shared their information with the Adult University Uninformed participants, while this almost never happened in Early Elementary School Children. Late Elementary School Children presented a split halfway between keeping and sharing the information. The results seem to support the hypothesis of a developmental relationship between the two forms of intentions. They also suggest that the two forms of intentionality are complementary. Each plays a specific role in human relationships with social and physical environments: the We-intentionality would establish the common ground within which the I-intentionality would manifest itself.

Parent and teacher involvement and adolescent academic engagement: Unique, mediated, and transactional effects

This study explored the dynamics of motivational development across late elementary and early middle school. Using longitudinal data from a cross-section of fifth to seventh-grade students, analyses examined whether parents’ and teachers’ warm involvement shows unique and/or mediated effects on students’ academic engagement and whether engagement feeds back into adults’ continued involvement. Parent and teacher involvement each predicted changes in adolescents’ engagement; parental involvement also played an indirect role via student–teacher relationships; and students who were more engaged reported that adults responded with increasing levels of involvement. These models provide support for a reciprocal dynamic that could lead to virtuous cycles increasing in both involvement and engagement or to vicious cycles amplifying disaffection and withdrawal of involvement over time. Future studies, using time series or observational data, could further unpack these dynamics, examining processes of transmission, mediators, and effects on the longer-term development of academic engagement.

Development of the Reading Comprehension Strategies Questionnaire (RCSQ) for late elementary school students.

Late elementary education constitutes a critical period in the development of reading comprehension strategies, a key competence in today's society. However, to date, appropriate measurements to map late elementary students' reading strategies are lacking. In this respect, the present article first describes the development and validation of the 26-item reading comprehension strategies questionnaire (RCSQ). To this aim, exploratory (sample 1: n = 1585 students) and confirmatory (sample 2: n = 1585 students) factor analyses were conducted. These analyses resulted in the RCSQ, consisting of five subscales: (1) overt cognitive reading strategies, (2) covert cognitive reading strategies, (3) monitoring, and (4) evaluating. For non-native and bilingual students, a fifth subscale 'using home language in view of comprehending texts' emerged. Second, multilevel analyses were performed to explore individual differences in late elementary students' reading comprehension strategy use. Implications for practice and future research are discussed.

The complex associations between scientific reasoning and advanced theory of mind.

This 6-wave longitudinal study (2014-2018) of 161 German 5- to 10-year-olds from a midsized city and rural area in southern Germany (89 females, 72 males; predominantly White; mostly middle class) found that scientific-reasoning abilities first develop at 6 years. Abilities were highly stable, with the kindergarten score predicting 25% of end-of-elementary-school variance. Individual but not developmental differences were related to language abilities (0.39), mindreading skills (0.33), and parental education (0.36). In early elementary school, mindreading skills predicted scientific reasoning (0.15), but not vice versa; in late elementary school, bidirectional associations emerged (0.11-0.33). Our findings suggest that mindreading is a precursor for the development of scientific reasoning and that older children use scientific reasoning to revise their advanced theories of mind.

The development of the cognate advantage from elementary to middle school years in French-English bilinguals attending a dual language program in France

ABSTRACT The cognate advantage in bilingual children varies in strength across groups and individuals, in particular on receptive measures (e.g. picture-identification). This variation may be due to children’s developing ability to benefit from cognates in such tasks, yet longitudinal studies of this phenomenon, especially with older children, are rare. Using longitudinal and cross-sectional analyses of picture-identification performance in French and English from 37 bilingual children attending a dual language program in France, this study investigates the cognate advantage across a wide range of ages (6–13 years old). The influence of children’s relative exposure on the cognate advantage is also investigated. We find that significant differences in cognate versus non-cognate performance emerge only after the first years of elementary school. Children show marked growth in late elementary and middle school years, but only on the English task. The strength of the cognate advantage in picture-ID is inversely related to exposure to that language. These findings are discussed in relation to the nature of these children’s exposure and properties of cognates in the two languages. Implications for dual language pedagogy are also discussed.

The reading profiles of late elementary English learners with and without risk for dyslexia.

Few studies have systematically investigated the reading skill profiles of English learners (ELs) in late elementary school, a critical developmental period for language and literacy and the most common grades for initial identification with specific learning disabilities (O'Connor et al.,Learning Disabilities Research & Practice, 28(3), 98-112, 2013). We investigated the reading skill profiles of 331 ELs in 3rd and 4th grades, including ELs with and without risk for dyslexia due to significant deficits in word and pseudo-word reading accuracy and fluency. We utilized latent profile analysis and factor mixture modeling to investigate (1) the nature and distribution of reading skill profiles; (2) whether these profiles were associated with differences in reading comprehension growth across one academic year; and (3) the stability of reading profiles across an academic year. We selected a two-class solution (reading disabled and typically developing) based on model fit indices, theoretical considerations, pattern of results across profile-solutions and time-points, and parameterizations, making the approach stronger and more generalizable. These classes demonstrated clear, consistent differences in performance across reading component skills, with the RD class scoring consistently below the TD class across code-based and meaning-based domains of reading. Across the year, the TD class demonstrated significantly higher patterns of growth in reading comprehension (χ2 (1) = 206.21, p < 0.001). Class membership was largely stable (97% of participants maintain class membership). These results suggest that ELs with risk for dyslexia demonstrate multiple component skill deficits that may require long-term, comprehensive, intensive interventions to remediate.

Cyberbullying and Empathy Among Late-Elementary School Children.

There is currently limited research on the relation between forms of empathy and subsequent cyberbullying in middle childhood, a stage in which cyberbullying behaviors are likely to develop. The purpose of this study was to examine the extent to which affective empathy (experiencing someone else's emotions) and cognitive empathy (perspective-taking) predicted subsequent cyberbullying perpetration in middle childhood. Participants were 105 fourth-and fifth-grade students from two urban elementary schools (M age = 9.66 years, SD = .68). The sample was 66% African American or Black, 15.2% biracial or multiracial, 7.6% Asian or Asian American, and 6.7% Hispanic or Latinx. The sample was evenly divided by gender (51.4% male). Youth completed surveys in the fall (time 1) and spring (time 2) of one school year. Contrary to hypotheses, affective empathy at time 1 did not uniquely predict any form of bullying perpetration (relational, overt, or cyber) at time 2. Cognitive empathy did not predict overt or relational bullying perpetration at time 2. However, higher cognitive empathy at time 1 predicted lower levels of cyberbullying perpetration at time 2. Results suggest promoting cognitive empathy should be a cyberbullying prevention strategy during middle childhood.

Parent and teacher involvement and the development of students' academic engagement: A growth curve analysis over four time points.

This study sought to examine how warm involvement from parents and teachers contributes to the development of students' academic engagement, and whether the relative contributions of adults differ as students begin the transition to middle school. Trivariate latent growth curve modeling was used to examine 1011 third-sixth graders' (95% White, 52.7% female) reports of parent and teacher involvement and engagement across fall and spring of 2 consecutive school years in the United States. Even though engagement showed different patterns of normative change across grades, parents' and teachers' initial levels and changes in involvement uniquely and positively predicted initial levels and changes in student engagement, respectively. However, initial levels of adult involvement made unique negative contributions to engagement trajectories for students in some grade segments, especially those whose engagement was changing most rapidly. Students with higher initial levels of adult involvement were more likely to experience losses in involvement the following school year, making them susceptible to declines in engagement, even though they remained higher in engagement than students with lower levels of adult involvement. These findings suggest that to maintain or promote engagement over late elementary and early middle school, students need "continuity of caregiving," in which involvement from both adults is sustained or augmented over the time that engagement trajectories are unfolding.

Peran Sekolah Dalam Menanggulangi Perilaku Bullying

Bullying is not a new thing for everyone. Bullying can occur at any age, but begins to increase in late elementary school, peaks in middle school, and declines at the college level. The existence of differences between groups and individuals is one factor in the occurrence of bullying. Physical, psychological, social conditions, from economy, religion, culture, race and gender are some of the factors that trigger bullying. Bullying is the biggest obstacle for children to self-actualize. Therefore, it takes handling and coordination from various parties such as parents, teachers, school principals, and employees. In this study, researchers tried to analyze and reveal about bullying prevention with a focus on the problem. How is the role of schools in tackling bullying behavior in children? This study uses a qualitative research method with a case study approach. Research informants are the Principal, Student Affairs, and BP Teachers. Data collection techniques used are interviews and documentation. The data analysis technique used Miles and Huberman analysis. Test the validity of the data by triangulation and adequacy of references. The results of this study indicate that the role of schools in tackling bullying in children is as a mediator, by providing socialization, as an analyst of child development, by paying attention to children's academic achievements and also paying attention to children's backgrounds, as character building, with the rules that will make children character discipline.

The Development of Advanced Theory of Mind in Middle Childhood: A Longitudinal Study From Age 5 to 10 Years

This 5-year longitudinal study investigated advanced theory-of-mind (AToM) development in 161 German 5- to 10-year-olds (89 females, 72 males). Core aspects of AToM developed nonlinearly, with children reaching a milestone at the age of 7years, around when they attained the conceptual insight that mental states can be recursive. In late elementary school, a multicomponent battery was used. Performance on many aspects of AToM was predicted by information-processing skills (intelligence and language at 6years), but not by the age when children acquired the basic conceptual insight; only some naturalistic, social-interpretative tasks were correlated with children's age at acquisition. This study documents significant developmental progressions in middle-childhood AToM and suggests that different mechanisms may underlie diverse aspects of social cognition.

Effects of Positive Action in Elementary School on Student Behavioral and Social-Emotional Outcomes

The national conversation about the importance of social-emotional competencies, such as prosocial behaviors, responsible decision-making, and problem-solving, has increased greatly in the last 2 decades. There is, however, less robust evidence for social and emotional learning programs’ impact on social and emotional outcomes when implemented in low-income, minority populations. The purpose of the present study is to evaluate the effectiveness of a school-based, universal program targeting social-emotional skills in late elementary school (grades 3–5) in a low-income, urban, minority population. Data were collected from 930 students over five waves. Growth curve analyses revealed evidence of favorable program effects on positive youth development, emotional health, self-esteem, problem behaviors, health behaviors, environmental climate, and academics. The study provides evidence for universal school-based interventions in low-income, urban, minority contexts in elementary school grades.

Parallel reading and mathematics growth for English learners: Does timing of reclassification matter?

This study compared reading and mathematics growth trajectories in a statewide dataset of 33,715 students across third through fifth grades. Specifically, we examined growth for English Learners (ELs) who were reclassified as no longer needing English Language services at different grade levels as compared to their never-EL peers. Overall, EL students performed significantly below never-EL students on reading and mathematics assessments at Grade 3, with EL students making greater academic gains across time points than never-EL students. Students who were reclassified after third grade and after fourth grade closed, or began to close, the academic opportunity gap by the end of fifth grade, providing promising evidence suggesting that reclassification policies are adequate for identifying those students who no longer need EL services. Students who continued to be classified as EL from third through fifth grades continued to score significantly lower than never-ELs, and in many cases other EL groups, indicating that there exists a group of EL students who continue to make inadequate reading and mathematics gains across late elementary school. Implications for policy and practices that support EL students' mathematics and reading growth are discussed.

Learning goal orientation in high-ability and average-ability students: Developmental trajectories, contextual predictors, and long-term educational outcomes.

Learning goal orientation is a prominent motivational construct that has been linked to positive student outcomes. For high-ability students, a lack of mastery learning goals has been theoretically and empirically associated with underachievement. However, longitudinal research examining the development and outcomes of their learning goal orientation, and comparing this development to that of average-ability peers, is lacking. In this study, we utilized a sample of 5,172 students to study the development of learning goal orientation in high-ability versus average-ability students across late elementary and early secondary school. Additionally, we investigated the association of perceived learning support from teachers and peers with this development. Finally, we examined the predictive value of learning goal orientation for the secondary school outcomes grade retention and nonacademic track pursuit. We found that high-ability students had lower initial learning goal orientation than their peers, and this remained lower across the transition to secondary school. Learning goal orientation declined on average for both groups of students. Perceived learning support from teachers and peers was found to be a general supportive factor to the development of learning goal orientation. Levels of learning goal orientation in late elementary school were found to predict the likelihood of completing an academic study track by the end of secondary education for both groups of students. Our findings affirm that learning motivation in middle school has long-term educational implications for high- as well as average-ability students, justifying the current trend of addressing student achievement outcomes through targeting their school motivation and engagement. (PsycInfo Database Record (c) 2021 APA, all rights reserved)

Change in Elementary School Teacher’s Attitude Toward Teaching Science Following a Pairing Program

ABSTRACT This article focuses on the attitude of practicing teachers toward teaching science and technology (S&T). It reports the results of a study conducted with 110 late-elementary school teachers in order to assess their attitude at the end of a particular training intervention. The intervention was based on pairing teachers with pre-university science students (aged 17–19). In the experimental group, all 42 teachers were accompanied by a pre-university student in their classroom to conduct activities on topics included in the intervention. We used a mixed-method approach, combining pretest, posttest, and interviews. The interaction effect of factorial ANOVAs was significant for the subconstructs of self-efficacy, context-dependency, and behavioral intention to teach specific S&T concepts. The interviews suggest that the presence of pre-university students in the classroom had a beneficial effect on teachers’ attitude.

Short-Term and Long-Term Educational Outcomes of Infants Born Moderately and Late Preterm

To assess the relationship of moderate and late preterm birth (320/7-366/7weeks) to long-term educational outcomes. We hypothesized that moderate and late preterm birth would be associated with adverse outcomes in elementary school. To test this, we linked vital statistics patient discharge data from the Office of Statewide Health Planning and Development including birth outcomes, to the 2015-2016 school year administrative data of a large, urban school district (n=72 316). We compared the relative risk of moderate and late preterm and term infants for later adverse neurocognitive and behavioral outcomes in kindergarten through the 12th grade. After adjusting for socioeconomic status, compared with term birth, moderate and late preterm birth was associated with an increased risk of low performance in mathematics and English language arts, chronic absenteeism, and suspension. These risks emerged in kindergarten through grade 2 and remained in grades 3-5, but seemed to wash out in later grades, with the exception of suspension, which remained through grades 9-12. Confirming our hypothesis, moderate and late preterm birth was associated with adverse educational outcomes in late elementary school, indicating that it is a significant risk factor that school districts could leverage when targeting early intervention. Future studies will need to test these relations in geographically and socioeconomically diverse school districts, include a wider variety of outcomes, and consider how early interventions moderate associations between birth outcomes and educational outcomes.

Nationally Representative Evidence on the Association Between Preschool and Executive Function Skills Throughout Elementary School

Executive function skills are a set of cognitive processes that help individuals to engage in goal-directed behavior and have been linked to benefits in academic achievement and other learning-related outcomes. Recently, there has been interest in understanding how attending center-based preschool may relate to the development of executive function skills. This study used the nationally representative Early Childhood Longitudinal Study, Kindergarten Class of 2010–2011 (n ~ 9,270) to examine the association between preschool attendance and executive function skills in each grade of elementary school. The results of the analysis suggest small initial associations of preschool attendance with some subdomains of executive function (working memory) but not others (cognitive flexibility). These associations are heterogenous based on preschool type (i.e., public vs. private). The longitudinal analysis revealed rapid attenuation of initially positive associations, but also some indications of so-called “sleeper effects” emerged in late elementary school for working memory. Implications for research and policy are discussed.

A Summary of Effective Gender Equitable Teaching Practices in Informal STEM Education Spaces

Women and girls, particularly women and girls of color, remain underrepresented in STEM disciplines. This underrepresentation begins as early as late elementary school age. Educators, particularly those in informal STEM education, can help address gender inequity in STEM by understanding how research can be translated into actionable strategies. This article summarizes research on gender equitable practices for middle school girls in the last decade and addresses the disconnect between research and practice by presenting the findings in a way that educators can immediately act on. The research falls into six strategies that have demonstrated positive influences on gender inequity in STEM education: (1) connecting STEM experiences to girls’ lives; (2) supporting girls as they investigate questions and solve problems using STEM practices; (3) empowering girls to embrace struggle, overcome challenges, and increase self-confidence in STEM; (4) encouraging girls to identify and challenge STEM stereotypes; (5) emphasizing that STEM is collaborative, social, and community-oriented; (6) providing opportunities for girls to interact with and learn from diverse STEM role models. Our review highlights that each of these strategies are important to developing positive STEM identities in girls, particularly girls of color, which can help them to bridge the STEM gender and racial gap.

Applying the social-ecological framework on the pattern of longitudinal trajectory of truancy in South Korean adolescents

Abstract The present study aims to identify the trajectory pattern of truancy from early adolescence in South Korea and to examine the association of each trajectory pattern with social-ecological based factors. The participants were 2378 elementary school students who completed the Korean Welfare Panel Study at five time points that covered from late elementary school to the first year of high school. Latent Class Growth Analysis identified three truancy trajectories: truancy increasing group, truancy decreasing group, and non-truant group. At the individual level, the truancy increasing group was more likely to be composed of males and have higher levels of game use than non-truants. Both the truancy increasing and decreasing group were more likely to have higher levels of aggression and depression than the non-truant group. At the family level, non-traditional structures and poor parental affection were more associated with the truancy increasing group. At the peer/friend level, the truancy increasing group was more likely to have poor peer relations than the non-truant group or truancy decreasing group, and more likely to have associations with delinquent peers than the non-truant group. At the school level, the truancy increasing group reported being less likely to have positive relations with teachers, to engage in school activities, and to follow school rules than the non-truant group. These findings could allow for more specific and targeted interventions designed to meet the needs and risk factors associated with the different typologies of truants in South Korea.

Comparing short-term growth in traditional and cyber forms of bullying in early and mid-adolescent students

ABSTRACT The present study sought to investigate the short-term growth in the levels of traditional and cyber forms of bullying and victimization and examine how growth in one form of bullying relates to that of others’, for students in late elementary and early high school grades (ages 10 to 15) and to examine how the educational level of the students affects this growth. In total 868 students participated in the study during four measurement waves with an approximate five-week time-lag between each wave. The Latent Growth Modelling technique was implemented in data analysis and results indicated considerable differences between traditional and cyber forms of bullying. For example, a steeper fluctuation was indicated for cyber forms of bullying and victimization, which was more precipitous for students who were already reporting high levels of such behaviours, contrary to what was found for traditional forms of bullying. Nonetheless, similarities between the two forms were also present. Implications for research and practice are discussed.