Grade Primary School Children Research Articles

School well-being in primary school children with chronic illness. A prospective cohort study.

Children with chronic illness perform poorer at school, and school well-being (SWB) may mediate this association. We investigated the association between chronic illness and three domains of SWB in children in first grade. Data from a German population-based prospective cohort study were used. Children with chronic illness were identified via their preschool health examination and follow-up parent surveys during first grade. Children were grouped as either (i) having current special health care needs (SHCN), (ii) having at least one physician diagnosis of a chronic illness but no current SHCN, or (iii) being healthy. SWB was assessed at the end of first grade and measured by the Questionnaire for the Assessment of Emotional and Social School Experiences of First and Second Grade Primary School Children. Based on SWB theory and previous frameworks, the following subscales were used: School-Related Self-Concept, Social Integration, and Joy of Learning. The sum score for each subscale was converted into area-transformed T-values (mean 50 and standard deviation 10). Associations between chronic illness groups and SWB subscales were investigated by multivariable linear regression models. Effect estimates were adjusted for potential confounding variables and standardized mean differences (SMD) were calculated. Of the 1,490 children included, 15% had current SHCN and 37% had a physician diagnosis of a chronic illness but no current SHCN. Compared to healthy children, children with SHCN had lower scores for the School-Related Self-Concept and the Joy of Learning subscale (SMD -0.18 for both) but not for the Social Integration subscale. In contrast, children with a chronic condition but no SHCN had lower scores only for the Social Integration subscale (SMD -0.12). Primary school students with a chronic illness with or without SHCN have lower SWB in some domains compared to their healthy peers. SWB may be a mediator in the association between chronic illness and poor school performance.

Effect of Life Kinetic exercises on fundamental motor skills with the MOBAK-3 test battery

The aim of this study was to evaluate the effect of regular Life Kinetic (LK) exercises on the development of basic motor skills in 3rd grade primary school children (age group 8-9 years). . Randomly selected participants were divided into two groups as experimental group (n= 112) and control group (n= 106). In the pre-test day, object movements (throwing, throwing and catching, bouncing, dribbling) and self-movements (balancing, rolling, rope skipping, moving variably) of all participants were measured with MOBAK-3 test battery. Experimental group performed LK exercises for 12 weeks, while the control group did not participate in these exercises. At the end of 12-weeks programme, on the post-test day, the MOBAK-3 test battery was re-applied to all participants to measure changes in fundamental movements skills and the results were compared with the results of the pre-test day. Significant differences were found between the bouncing scores of the control and experimental group before and after the LK exercises (p<0.05). Additionally statistically significant differences were found between the self-movement scores of the control and experimental groups after the LK exercises (p<0.05). However, there were not statistically significant difference in object and self movement between the control and experimental group according to gender (p>0.05). It was concluded that LK exercises had a positive effect on the total change scores of subject and object movements. This shows that LK exercises may improve children's motor competence and skill tendencies.

Visual Selector Functional Aptitude and Achievement Levels in Communication and Mathematics in Peruvian First Grade Primary School Children

Visual Selector Functional Aptitude and Achievement Levels in Communication and Mathematics in Peruvian First Grade Primary School Children

Clinical diagnostic practices for Chinese developmental dyslexia

Objective: To explore the optimization of the standardized assessment tool for clinical diagnosis of Chinese developmental dyslexia (DD). Methods: A cross-sectional study was conducted from May to December 2023, in which 130 primary school children in grades 1 to 3 with clinical signs of literacy lag and positive screening results on the screening scales were recruited from the outpatient clinic of Child Health Care Medical Division, Shanghai Children's Hospital, Shanghai Jiao Tong University School of Medicine. Chinese dyslexia screening behavior checklist for primary students (CDSBC) was used as the screening scales, and supplemented by dyslexia checklist for Chinese children. Referring to the standard procedure of the"expert advice on diagnosis and intervention of chinese developmental dyslexia", the developmental dyslexia scale for standard mandarin (DDSSM) was used to evaluate the children's literacy-related cognitive abilities and conduct the diagnostic assessment, and divided the children into learning backward group and the DD group. The t-test and χ2 test were used to compare the differences in the distribution of intelligence, literacy and attention deficit hyperactivity disorder between the two groups. Spearman's correlation was used to analyze the correlation between the scores for each cognitive ability in the DDSSM and the CDSBC. Results: Of the 130 children, 90 were male, aged (8.3±1.0) years; 40 were female, aged (8.1±0.9) years. A final diagnosis of DD was made in 59 cases, of which 41 were males. There was no statistically significant difference in operational intelligence quotient (101±15 vs.100±15, t=0.53, P>0.05) and statistically significant difference in literacy of DDSSM (32±5 vs.21±4, t=11.56, P<0.001) between the learning backward group and the DD group. Eighteen cases (25.4%) of the learning backward group were children with attention deficit subtype attention deficit hyperactivity disorder (ADHD-I), and 16 cases (27.1%) in DD group, the difference in incidence between the two groups was not statistically significant (χ2=0.05, P>0.05). There were correlations between the DDSSM (for oral vocabulary, morphological awareness and orthographic awareness) and the CDSBC total score (r=-0.42, -0.32, -0.35, all P<0.01), but the correlations for visuospatial perception and rapid automatized naming with CDSBC total score were not statistically significant (r=-0.09 and -0.20,both P>0.05). Conclusions: For literacy-related cognitive abilities, screening scales CDSBC are not sufficiently useful for assessment, so the introduction of standardized assessment tools DDSSM is an optimization of the clinical diagnosis of Chinese DD, which is crucial for achieving accurate diagnosis and intervention.

Development and validation of Child-Friendly School Environment Questionnaire from Chinese culture

In the context of building Child-Friendly Cities in China, child-friendly school environments are considered as having a profound impact on children’s development and growth. This study presents the development and validation of the Child-Friendly School Environment Questionnaire for assessing a child-friendly school environment. Utilizing open-ended questions and interviews, an initial questionnaire on the child-friendly school environment was compiled. An exploratory factor analysis of the preliminary test results with 696 primary school children in grades three to six was conducted to refine the questionnaire into a formal 19-item questionnaire. Subsequently, a confirmatory factor analysis was performed to analyze the evaluation results of 807 primary school children in grades three to six. The results indicated that a child-friendly school environment is a multi-dimensional construct encompassing Environment Friendly, Teaching Friendly, Peer Friendly, and Children Participation, with good reliability and validity. The promising outcomes of this study suggest that the Child-Friendly School Environment Questionnaire can be widely used as a powerful evaluation tool for the child-friendly school education practice in the future.

Mathematics self-concept moderates the relation between cognitive functions and mathematical skills in primary school children

In this paper, we investigated the contribution of both cognitive and affective factors to mathematical skills. In particular, we looked at the protective role of self-concept for mathematical learning and performance. In a field study, we tested the relation of math self-concept and short-term visuo-spatial working memory to the mathematical abilities of second- grade primary school children in Italy (N = 105). Measures included the “Test for the evaluation of calculating and problem-solving abilities” (AC-MT 6–11), the backward Corsi blocks test (Battery for Visuo-Spatial Memory), and the mathematics self-concept sub-scale of the Self-Description Questionnaire-I (SDQ-I, Italian version). As expected, correlation and moderated regression analyses showed that mathematics self-concept and working memory both positively predict mathematical operations and numeracy, but not accuracy. Simple slope analysis confirmed our moderation hypothesis, with working memory predicting mathematical abilities at low levels of math self-concept, but not at medium and high levels. The theoretical and practical implications are discussed.

Decreasing consumption of sugar-sweetened beverages and Raising tap water consumption through Interventions based on Nutrition and sustainability for Kids: study protocol of the “DRINK” cluster randomised controlled trial

BackgroundEffectiveness of actions to reduce sugar-sweetened beverage (SB) consumption in children still needs to be improved. Furthermore, the growing concern about sustainable food systems encourages to develop sustainability-based interventions. The objective of this cluster randomised controlled trial is to evaluate the long-term effectiveness of nutrition- and environmental sustainability-based interventions on the reduction in SB intake and on the increase in tap water consumption in 3rd to 6th grade primary school children (8 to 11 years of age).MethodsForty-eight French-speaking Belgian primary schools (equivalent to around 3500 pupils involved in the evaluation) are randomised using a factorial plan: (i) control, (ii) nutrition-based intervention, (iii) sustainability-based intervention, and (iv) both. The interventions (encouragement of water breaks; provision of posters, leaflets, reusable cups, and glass bottles; website; meetings at school) were undertaken from February 2022 to June 2023. Evaluation includes questionnaires for the children and their parents on various determinants of dietary behaviour, a 4-day diary to collect information on the child’s beverage consumption, and audits at schools. The first evaluation was conducted in Spring 2021 before any intervention, with the two post-intervention evaluations being held in 2022 and 2023. The main quantitative judgement criterion will be the change over time in the mean SB consumption (in ml/day) in the intervention groups compared with the control group. Given the context of the research (school), the safety of the intervention, and the content of data collection, a consent was acknowledged as unnecessary by the Ethical Committee of the Faculty of Psychology (ULB; n°073/2021), but children and parents are explicitly informed of their right to refuse to fill in the questionnaires.DiscussionMulticomponent interventions based on nutrition and on environmental sustainability, alone or mixed, will provide an original and topical insight into health promotion at school around dietary behaviours. The dissemination plan will enable to widely inform stakeholders, school staff, and families, in addition to the scientific community through the usual medium (articles, conferences), about the research findings in 2024–2025.Trial registrationISRCTN Registry ISRCTN99843102. Retrospectively registered on 25 May 2021

Assessments of class climate by primary school children with externalizing behavior problems – An exploratory study

ABSTRACT Children with externalizing behavior problems are likely to show poor school achievements, problems in social interactions with teachers and peers and an elevated school-related stress. Though class climate is a meaningful variable to explain school achievements and aspects of emotional well-being, there are hardly any studies that consider class climate from the perspective of children with externalizing problems. The present study examines the question how children with externalizing problems assess class climate. Furthermore, the study analyzes the possible impact of internalizing comorbidities. The sample of fourth grade primary school children (N = 119) includes 27 students with hyperactive-inattentive and 47 children with dissocial symptoms. Data are analyzed using ANOVAS and hierarchical linear regressions. Externalizing problems coincide with negative assessments of class climate, which are even more negative among students with dissocial symptoms and internalizing comorbidities. While hyperactive-inattentive children primarily focus on a few aspects of class climate (especially unfair teacher decisions), children with dissocial symptoms show more global negative perceptions. The results point to low levels of social participation of children with externalizing problems. Future studies should consider the potential importance of class climate for school-based diagnostics and behavior modification.

Associations between basic motor competencies, club sport participation, and social relationships among primary school children

Children learn and deepen their motor competencies in a social context. Basic motor competencies (BMC) enable children to actively co-act and participate in sports situations with peers. Participation in club sport activities has a positive influence on the development of motor and social competencies. The purpose of this study is to describe the connection between basic motor competencies, club sport participation and interpersonal relationship skills among 6 to 8 years old children. In the present study, the BMC of N = 880 first and second grade primary school children (48.9% girls, aged M = 90.36 months, SD = 6.90) in Switzerland were tested in the competence domain of self-movement and object movement. The children’s club sport participation and the relationship skills were recorded from the parents’ perspective. Data was analysed using correlations and mixed regressions. The results show a connection between relationship skills, basic motor competencies and club sport participation in school children. For boys, significant correlations were found between relationship skills and BMC (r = .186, p ≤ .01) so as with the club sport frequency (r = .184, p ≤ .01). For girls, only the correlation between relationship skills and club sport frequency (r = .137, p ≤ .01) was significant. The frequency of club sport participation (β = .13, p = .009), motor competencies (β = .09, p = .016) and sex (β = .10, p = .004) of the children were found to be predictors for the relationship skills. The results of this study suggest that children with higher motor competencies and children who participate more often in club sport seem to have better relationship skills. These findings are relevant as they indicate a link between motor competencies and interpersonal relationship skills in middle childhood.

Do Primary School Children Benefit from Drop-Jump Training with Different Schedules of Augmented Feedback about the Jump Height?

In children, the training of jumps leads to improved jumping and running performance. Augmented feedback about the jump height is known to facilitate performance improvements in adults. In the present study, the impact of augmented feedback on jumping performance was investigated in 4th grade primary school children executing drop-jump training for 8 weeks (24 sessions, 3 times/week). Ten children (eight males, two females, aged 9.6 ± 0.3 years), received feedback for 8 weeks, and 11 children (nine males, two females, aged 9.5 ± 0.2 years) received feedback only during the last 4 weeks. Drop-jumps training was integrated in physical education classes. Drop-jump and countermovement-jump heights were improved after 24 training sessions (p < 0.01 for both types of jumps in both groups). Ground contact times of drop-jumps were quite long (>200 ms) and not altered by training, and the reactive strength index of drop-jumps was between 0.75 and 1.5 in most children. Augmented feedback did not facilitate jumping performance like in previous studies with adult participants. In contrast, withholding augmented feedback during the first 4 weeks of training was associated with a reduction in jumping performance (p < 0.01 for drop-jumps, p < 0.05 for countermovement-jumps). Finally, improvements did not transfer to functional motor tasks containing jumps. According to the costs and outcomes we do not recommend drop-jump training with augmented feedback about the jump height for 4th grade physical education classes.

Determining logical teaching methods and techniques for primary schoolchildren’s thought and language development

Aabstract This paper considers one of the relevant problems of modern pedagogy - the use of logical approaches in teaching to the development of thought and language of primary schoolchildren. The purpose of the study is to determine the main criteria for the developmental education of thought and language to primary school children and to assess the level of schoolchildren before and after the experimental work in the process of completing tasks using logical approaches. The study involved 150 3rd grade primary schoolchildren: as an experimental (76 schoolchildren) and control (74 schoolchildren) groups. The experimental work carried out gave exhibited that the use of logical approaches in teaching schoolchildren of the experimental and control groups made it possible to improve the basic skills of speech development of schoolchildren and thinking from low and medium to medium and high levels, respectively. Keywords: Developmental education; language; primary school pedagogy; thought.

Changes in the oral health and tooth brushing habits of upper grade primary school children according to the composition of the tooth brushing environment of the school

Changes in the oral health and tooth brushing habits of upper grade primary school children according to the composition of the tooth brushing environment of the school

THE BOLIVIAN PHYSICS OLYMPIAD AND THE BOLIVIAN ASTRONOMY AND ASTROPHYSICS OLYMPIAD AS AN INCENTIVE PROGRAM FOR THE STUDY OF PHYSICS IN BOLIVIA

The Bolivian Physics Olympiad (OBF) and the Bolivian Astronomy and Astrophysics Olympiad (OBAA) programs were created to address the urgent challenge of how to encourage the study of the sciences among Bolivian youth and in particular the study of physics, astronomy and astrophysics. The idea behind the programs has been to generate greater scientific and technological capacities that enhance the cultural, as well as the economic and social aspects for the country’s development. The OBF and OBAA programs started in 1997 and 2006, respectively. Since then, many generations of students have been motivated in public and private educational units in Bolivia. At the start only senior students were invited to participate, but later younger students were targeted and the invitation was extended to 6th grade primary school children and onwards, involving a total of seven categories at a national level. The majority of public and private universities have started nourishing themselves with the talent of those ex-olympic students, as well as, several foreign universities. Also, many Bolivian delegations have participated in Latinamerican, Iberoamerican and International Olympiads. Participation in these international events has highlighted the competitivity of Bolivian youth. In addition we stress that the goal put forward is being achieved, not only for our country but also for the benefit of humankind. Thus, we could say that the olympiads program is, in principle, ad aeternum.

Fighting stigma‐based bullying in primary school children: An experimental intervention using vicarious intergroup contact and social norms

AbstractIn this theory‐driven experimental field intervention, we used vicarious intergroup contact, a popular prejudice‐reduction strategy, to fight stigma‐based bullying. We focused on the role of peer norms, manipulated by asking participants to work individually or collectively in reinforcing activities following vicarious contact (operationalized as story reading). Participants were 346 Italian 4th‐5thgrade primary school children (48% females). Participants were allocated to a 2 (Target: outgroup vs. ingroup vicarious contact) × 2 (reinforcing activities: collective vs. individual) experimental design. Results revealed that outgroup (vs. ingroup) vicarious contact was indirectly associated with greater intentions to react to name‐calling and socially exclusionary behavior (two common forms of bullying) toward foreign children, only when participants collectively negotiated responses to reinforcing activities.

Knowledge, Attitudes, and Practices on Urinary Schistosomiasis among Primary Schoolchildren in Nelson Mandela Bay, South Africa.

Background Schistosomiasis remains a public health concern in South Africa (SA), with the highest prevalence of infection found among schoolchildren under the age of 15 years. Knowledge, attitude, and practices (KAP) studies on schistosomiasis among schoolchildren under the age of 15 years are lacking in the study area. The study therefore assessed primary schoolchildren in Grades 4–7 to determine their knowledge regarding schistosomiasis in the various ages represented in these grades. Methods The study employed a quantitative descriptive, cross-sectional survey research design approach. A structured, close-ended, Likert-scale, self-administered questionnaire was used to collect data from 458 learners in Grades 4 to 7 aged from 9 to 16 years. Data were analysed using Statistica version 13 software. Bivariate and multivariate techniques were further used to analyse and describe the data and significant associations at p = 0.05 were further interrogated using Cohen's d and Cramér's V, to determine the practical significance. Results Of the 458 learners who completed the questionnaire, 248 (54%) acknowledged having heard of schistosomiasis previously. There was a positive correlation between knowledge and attitude (0.779). The KAP scores were calculated as a percentage ranging between 0% and 100%, and this range was split into five equal width intervals 0–19%, 20–39%, 40–60%, 61–80%, and 81–100%. For knowledge, 210 (46%) of the participants obtained a score in the interval 0–19%. For attitudes, 237 (52%) of the participants obtained a score in the interval 0–19%. Therefore, the overall knowledge and attitudes among the study participants towards schistosomiasis were poor. There was a significant difference (p = 0.0005, V = 0.42 medium) between male and female participants relating to their practices. It was observed that a high percentage, 69 (15%) of males reported to swimming in slow-moving water compared to a significantly lower percentage, 9 (5%) of females. Furthermore, 23% of the participants reported that there was a river on the way to school. Conclusion The study revealed that there was a positive correlation between knowledge and attitude. The overall knowledge and attitudes on schistosomiasis were poor. Furthermore, a gender-related difference based on practices emerged significant in the study. The findings are thus valuable in designing effective and targeted schistosomiasis control programmes.

Barriers in Online Learning Based on the First and Second Graders’ Perspective

Primary school children in grade 1 and 2 are children who need more attention and guidance from teachers and parents. However, primary school children in grade 1 and 2 faced many challenges in online learning. Therefore, we aimed to explore challenges that 22 primary school children in grade 1 and 2 (7-8 years old) faced in online learning during Covid-19 pandemic in 8 primary schools in Palembang, South Sumatra Province, Indonesia. This research is a qualitative research with a type of phenomenology. We found that first and second grade primary school children faced varied challenges both from the children themselves (internal challenges) and the environment such as parents, teachers and others (external challenges). Hopefully, this research is useful for teachers, principals, other school members and government of Indonesia in gathering information about challenges that happened in online learning during Covid-19 pandemic and its solutions.

Correlation between the accuracy and speed of hand control in primary schoolchildren and the amount of screen time

Introduction. The means and methods of computerized learning introduced into the education system in recent years are changing the attitude towards writing with a pen. Children are increasingly typing on a keyboard. This brings into focus research investigations aimed at identifying the possible influence of the above-mentioned type of educational activity on the indicators of psychomotor skills. The purpose of this research is to study accuracy and speed indicators of psychomotor coordination when working with hands in primary school students, depending on the amount of computer load (screen time). Materials and Methods. The study involved 4205 primary schoolchildren in grades 1-4 from 66 educational settings in Moscow (5 academic years, testing took place in October and March-April; all samples were independent). Indicators of psychomotor coordination (speed, accuracy, and smoothness of movements) when performing a motor test using "computer movement meter" (CMM) device were evaluated. The amount of lesson and out-of-school screen time was evaluated by teachers, relying on the hygiene standards: 0 points – no load, 1 point – compliance with hygiene standards, 2 points – twice exceeding the standards, 3 points – exceeding the standards by 3 or more times. Statistical data processing was performed using nonparametric criteria. Results. The research revealed the correlation between the total (lesson and out-of-school) screen time and indicators of psychomotor coordination in primary schoolchildren. The most obvious differences in psychomotor indices were found at the very beginning of school education – in October, in the 1st grade: in children with a minimum amount of computer load, the indicators of speed and accuracy were the worst. Speed indicators of psychomotor skills in groups of children (especially boys) with a high computer load have seasonal variability in the form of improvement by the end of the school year. Accurate indicators of psychomotor skills, on the contrary, with an increase in the amount of general computer load, lose variability and decrease. The smoothness of movements did not depend on the screen time. Conclusions. The identified changes in the psychomotor skills of primary school students who are active computer-users can be considered as a positive adaptive response in the form of developing new motor skills.

Tracking Pattern of Total Cholesterol Levels from Childhood to Adolescence in Japan.

Aims: This study aimed to evaluate the tracking pattern of serum total cholesterol (TC) levels among Japanese children using data collected continuously for 9 years and examine the relationship between childhood and adulthood TC levels. Methods: TC levels of 2,608 first grade primary school children enrolled during 1981-2014 from two Japanese towns were measured during annual health check-ups. Nine-year trajectories of estimated TC levels stratified by TC quartiles in the first grade were analyzed using a mixed effects model. Adulthood TC levels were measured in participants who underwent health check-ups in the same area. Results: Overall, 1,322 boys and 1,286 girls in the first grade of a primary school were followed for 9 years. Trajectories of TC levels during the period stratified by TC quartiles in the first grade differed significantly and did not cross each other for both sexes. Childhood data of 242 adult participants were linked with their adulthood data; the mean of age was late 20s for both sexes. The average TC levels in adulthood increased from the first to the fourth quartile in the first grade. Additionally, trajectories of TC levels differed between boys and girls. The later the admission year, the more elevated the TC levels in girls. Conclusion: Among Japanese children, TC levels were strongly tracked from childhood to adolescence for 9 years, and elevated TC levels in childhood were related to elevated TC levels in adulthood. Maintaining appropriate TC levels during childhood may be important to prevent future coronary artery diseases.

Association between childhood psychological resilience and school violence awareness in rural areas of Southern Henan

Objective To understand the relationship between childhood psychological resilience and of school violence awareness in rural areas in southern Henan, and to provide support and reference for the prevention and control of school violence. Methods A total of 6 484 primary school children in grades 4一6 in the rural areas of Dengzhou, Xincai and Gushi counties in southern Henan were surveyed for psychological resilience and awareness on school violence. Results The average score of psychological resilience of grade 4一6 pupils in rural areas of southern Henan was (39.92±8.18), and the average score of school violence awareness was (60.78±6.19). In terms of age, gender, grade, school type, personality, class performance, academic performance, smoking, intimate friends, playing games, truancy, loitering outside the school, relationship with siblings, father’s education, mother’s education, parental conflict, parenting style, the proportion of primary school students in different level of school violence awareness varied statistically different ( P <0.01). Multivariate Logistic regression showed, after controlling for confounding factors, psychological resilience was an independent influencing factor affecting awareness on school violence ( OR = 1.06, 95% CI = 1.05一1.08), with better psychological resilience, being associated with higher school violence awareness ( P <0.01). Conclusion The level of school violence awareness and psychological resilience of pupils in southern Henan is relatively low. The higher level of psychological resilience, the higher level of school violence awareness; psychological resilience might be improved through education and household parenting modification to prevent and reduce the incidence of violence on campus. 【摘要】 目的 了解豫南农村地区儿童心理弹性与校园暴力认知的关联, 为儿童校园暴力防控提供支持和参考。 方法 在豫南地区的邓州市、新蔡县、固始县农村, 分层随机抽取 6 484 名小学四至六年级儿童进行心理弹性、校园暴力认知等调 查。 结果 豫南农村地区四至六年级小学生心理韧性平均得分为 (39.92±8.18)分, 校园暴力认知平均得分为 (60.78± 6.19)分。在年龄、性别、年级、学校类型、性格、是否班干、学习成绩、吸烟、知心朋友、玩游戏、逃课情况、校外游荡、与兄妹 关系、父母亲学历、父母吵架、主要家庭教育、被教育方式等方面, 小学生的校园暴力认知水平分布差异均有统计学意义 (P 值均<0.01)。多因素Logistic回归分析显示, 在控制混杂因素后, 心理韧性与校园暴力认知存在正向关联 ( OR = 1.06,95% CI = 1.05~ 1.08, P <0.01)。 结论 豫南地区小学生的校园暴力认知和心理韧性水平较低, 小学生心理韧性水平越高则校园 暴力认知水平越高。可通过改善家庭教育环境和加强教育的方式提高心理弹性, 预防和降低校园暴力的发生。

Development and initial validation of the parent-report Academic Behavior Scale in a Chinese context

This study aimed to develop and evaluate a new parent-report measure to assess primary schoolchildren’s academic behaviors in the home context. We developed the Academic Behavior Scale (ABS) and administered it to Chinese parents of primary schoolers along with other measures. Six hundred and forty-five parents and 170 primary schoolchildren in Grades 4–6 were recruited from a public primary school and completed a set of questionnaires. After that, the psychometric properties of the ABS including factorial validity, convergent and concurrent validity, as well as internal consistency were evaluated using confirmatory factor analysis and correlation analysis in Mplus v.8.3. The results confirmed a two-factor structure for the scale, with satisfactory convergent and concurrent validity and internal consistency. This study provides preliminary evidence for the satisfactory psychometric properties of the ABS among Chinese parents.