Senior Primary School Students Research Articles

The effect of physical activity on the subjective well-being of rural left-behind children: the mediating role of discrimination perceptions and loneliness

ObjectiveThis study explored the mediating role of perceptions of discrimination and loneliness on the relationship between physical exercise and subjective well-being in rural left-behind children.MethodsA package of surveys were administered to junior high school students and senior primary school students (n = 592) in the countryside, which including the scale of the Physical Activity Behavior Scale, Subjective Well-Being Scale, Perceived Discrimination Scale, and Loneliness Scale. Structural Equation Modeling and Bootstrap were used to analyze the data to investigate the chain mediating effect of perceived discrimination and loneliness.Results(1) There was a positive correlation between physical activity and subjective well-being, and the direct prediction of subjective well-being was significant. (2) Physical activity negatively predicted perceptions of discrimination, and perceptions of discrimination positively predicted loneliness and negatively predicted subjective well-being, and loneliness could negatively predict subjective well-being. (3) Perception of discrimination and loneliness significantly mediated the relationship between physical activity and subjective well-being. The mediating effect consisted of indirect effects generated by 2 paths, one was that physical exercise indirectly affected subjective well-being by affecting discrimination perception, and the other was that physical exercise further acted on subjective well-being through the chain mediating effect from discrimination perception to loneliness.ConclusionPhysical exercise can directly affect the subjective well-being of rural left-behind children. Physical exercise can indirectly affect left-behind children’s subjective well-being through discrimination perceptions, and it can also indirectly affect left-behind children’s subjective well-being through the chain mediating effect of discrimination perceptions and loneliness.

Designing English Reading Course for Senior Primary School Students

English reading ability is important in elementary English teaching as anessential part of the English teaching in primary schools. The new standardof English advocates teachers to guide the students to participate in Englishreading, and experience the fun of English reading, then try to stimulate thestudents’ interests in reading, raise the students’ study habits in the right wayand find out effective learning strategies. Therefore, the paper discussesEnglish reading and divided the discussion of English reading classes of primary school students into three stages, namely: before reading, while-reading and after-reading. The paper concludes with an explanation of the basic methods in English reading classes and possible effective teachingstrategies that might

Student Perceptions of Environmental Education in India

Effective implementation of environmental education (EE) is to produce students who have experienced an attitudinal change so that they can evaluate and show their concern for sustainable development (SD). Environmental education (EE) was introduced as a compulsory subject for schoolchildren in 2003. In the present study, we conducted an offline survey on senior primary, middle, and high school students in one school in the north Indian city of Kanpur. The responses received for the offline questionnaire survey QS (including open-ended and closed-ended questions) from ~800 students reveal that schoolchildren have heard of climate change (CC) and perceive it as a significant threat. Most of them feel that temperature rise is the most notable consequence of CC and show great willingness for knowledge enhancement and action. However, there is a lack of understanding of the difference between EE and CCE (climate change education) in the Indian context. The results also indicate critical gaps related to the environmental dimension of education, and students overwhelmingly want increased school activities that will enhance awareness and build capacity. The need to integrate EE and CCE and spread information on the ESD (Education for Sustainable Development) initiative of UNESCO in urban India is urgent. Social media emerges as a significant player in awareness generation. Its use can help reach out to a broader audience. Students’ proactive engagement in awareness campaigns and energetic participation, already reported by several studies to have a positive impact, is essential for promoting climate action and sustainability. It sheds light on the status of the effectiveness of EE in the school curriculum of India with the aim of promoting environmental literacy. The recent G-20 Summit held in New Delhi, India, recognized the increased vulnerability of low-income countries to climate change and re-iterated its commitment to delivering quality education to all and following a green development path and highlighted the “green development path for a sustainable future” The paper outlines suggestions for educational interventions to enhance students’ comprehension of global critical environmental challenges and promote mitigation strategies.

Chinese senior primary school students' civic literacy and its affecting factors.

Measuring the current situation of civic literacy of senior primary school students (grade 5 and 6) and exploring its affecting factors is the basis for improving the effectiveness of civic education at this stage. The research developed the measurement questionnaire through item analysis, exploratory factor analysis, and other methods. It then was distributed nationwide online through stratified and cluster sampling, through which 1642 valid questionnaires were finally collected. The study took mean analysis, difference analysis, correlation analysis, and regression analysis. The statistical results eventually showed the civic literacy of China's senior primary school students is, on the whole, at a comparatively high level. Chinese scholars Zhang Jiajun and Xu Jiao combined the particularity of civic literacy to divide it into four dimensions and the performance of the four dimensions of civic literacy is revealed to be: civic affection > civic cognition > civic competence > civic behavior. Further, a significant difference exists in students' civic literacy by gender (girls' civic literacy scores M = 299.53, SD = 28.15, N = 785 are significantly higher than the boys' civic literacy scores M = 293.18, SD = 32.25, N = 857, t = 4.263, p < 0.01), and whether they have been student leaders (those students who served as student leaders M = 304.33, SD = 26.57, N = 649 those who were not student leaders M = 290.86, SD = 31.69, N = 984, t = 9.272, p < 0.01). The family social economic status (SES) and school education were significantly positively correlated with students' civic literacy. Based on this, primary schools should implement educational compensation for cultivating civic literacy among the socioeconomically disadvantaged senior primary school students and carry out civic education according to the specific conditions of civic literacy of senior students.

Parental Involvement in Education and Collaboration with School

This paper presents the results of the research which was aimed to examine the connection between the collaboration between family and school, and parental involvement in education. The sample included 198 parents of senior primary school students in South-Eastern Serbia. For the purposes of the research, a Questionnaire was designed which consisted of 30 items, grouped into two parts: the first part deals with forms of family and school cooperation, and the second focuses on parents’ perception of educational techniques. Chi-square test shows that the most common form of parental cooperation with school is parent meeting, and that mothers are more engaged than fathers when it comes to parent meetings and lectures for parents. Based on parents’ assessments of education techniques, understanding and support is the education technique that dominates parental involvement in children’s education, while high level of control had a lower score. There were differences observed in parents’ assessments of education techniques analysed by t-test, where more withdrawal from children, as well as less control in are shown more by fathers than by mothers. Examination of the predictive properties of independent variables was tested using linear regression. The obtained research results on the impact of certain forms of cooperation with school on parental involvement in education have shown that lectures for parents and conversations at the initiative of the class teacher are predictors in creating desirable patterns of parental behaviour by granting children the right to their opinion. Gaining empirical insight into the mentioned relations benefits future research and practice of education efforts of the family and school.

Analysis on the Design of English Teaching Guide Exercises for Senior Primary School Students

Analysis on the Design of English Teaching Guide Exercises for Senior Primary School Students

Harsh Parenting and Children's Aggressive Behavior: A Moderated Mediation Model.

Harsh parenting and its effect on children’s aggressive behavior has received attention from researchers, however few studies have considered the role of the emotional process. This study aims to examine the relationship between harsh parenting, children’s aggressive behavior, normative beliefs about aggression, and regulatory emotional self-efficacy, alongside their mechanism of interplay. A sample of 235 senior primary school students in Beijing were recruited as participants by using the Harsh Parenting Scale, the Normative Beliefs about Aggression Scale, the Buss–Warren Aggression Questionnaire, and the Regulatory Emotional Self-Efficacy Scale. Results indicated that: (1) Harsh parenting had a significant positive predictive effect on children’s aggressive behavior after controlling gender; (2) normative beliefs about the aggression of children mediated the relationship between harsh parenting and children’s aggressive behavior; and (3) regulatory emotional self-efficacy had moderating effects both the mediation model of normative beliefs about the aggression of children and in the direct predictive model of harsh parenting on children’s aggressive behavior. The results are not only helpful to understand the relationship between harsh parenting and children’s aggressive behavior from the perspective of an integrated model of emotion processes and cognition, but also provide a new practical way to prevent and intervene in children’s aggressive behavior in the future.

ŠKOLA KAO VASPITNA SREDINA IZ PERSPEKTIVE UČENIKA STARIJEG ŠKOLSKOG UZRASTA

Starting from the fact that primary school is a very important factor for the education of young people, we were interested in how senior primary school students see school as an educational environment, which is the goal of our research. The research was conducted on a sample of 309 eighth grade primary school students in ten cities in the Republic of Serbia. In this research, a descriptive method was used, and the Questionnaire for assessing the educational function of school from the perspective of senior primary school students was designed and used as the instrument. Statistical procedures such as frequencies and percentages, mean with corresponding standard deviation were used. Differences were tested with the Student's t-test. The obtained research results show a more complete picture of the educational role of school from the perspective of senior primary school students in the Republic of Serbia. The research findings can be used for a deeper observation of this very important pedagogical problem, in order to work on greater engagement, involvement in creating and maintaining a more positive attitude of students towards the school environment.

Computational identity and programming empowerment of students in computational thinking development

AbstractThe participatory view of learning emphasises students' identity construction. However, identity research in the context of programming education to cultivate students' computational thinking is scarce. In this study, an instrument of computational identity with components of engagement, imagination and affiliation, was developed and validated. Convenience sampling was used to select 1066 senior primary school students studying programming to respond to the instrument, and to a programming empowerment instrument developed previously with components of meaningfulness, self‐efficacy and impact. The two instruments' factor structure was confirmed to have acceptable discriminant validity and support gender invariance. There was a positive relationship between programming empowerment and computational identity. Specifically, students' perceived meaningfulness and self‐efficacy of programming related to all aspects of computational identity. The perceived impact of programming is related only to the imaginative aspect of computational identity. The establishment of the instrument enables researchers to investigate further factors related to students' computational identity development. The results also indicate that the programming curriculum should be carefully designed so that students can realise the meaning of the activities and foster their programming self‐efficacy. This, in turn, is critical to enable these primary school students to participate in and become a member of the digital community. Practitioner notesWhat is already known about this topic Cultivating students' computational thinking (CT) has become an educational goal in various countries around the world. It is necessary to develop appropriate tools to assess students' CT development. Founded on a participatory view of learning, identity has been employed in different subject areas to assess students' development, but identity research in CT is scarce. What this paper adds An instrument of computational identity with components of engagement, imagination and affiliation is developed and validated with a sample of senior primary students. This study shows the importance of empowerment in developing primary students' computational identity. Students' perceived meaningfulness of programming and self‐efficacy relate to all aspects of identity, but the impact of programming only relates to the imaginative aspect of identity. Implications for practice and/or policy The curriculum for CT should be designed carefully to foster the development of students' computational identity. The curriculum should allow students to see the meaning of programming activities and how young people can make an impact by means of CT. The programming tasks should be designed at an optimal level of difficulty so that students' self‐efficacy can be fostered.

A Critical Discourse Analysis of the Value of Multicultural Awareness Represented in an EFL Textbook

Learners of English as a foreign language (EFL) in contexts with limited multinational and transcultural backgrounds, such as Saudi Arabia, should be able to communicate with people from different cultural and linguistic backgrounds. Students’ awareness should be enriched with an understanding of the diversity among people around the world. EFL textbooks are one of the platforms for raising students’ awareness of cultural and linguistic differences. This study aimed to explore the cultural content of an EFL textbook taught at an international primary school in Saudi Arabia via the adoption of critical discourse analysis as a methodological approach. It focused on the multicultural values represented in the EFL textbook geared toward teaching senior primary school students. The study identified a number of values, including fostering positive perspectives concerning old tribes and people, appreciating the lives of other people, respecting the hard efforts made by some nations and understanding different cultural values in different parts of the world. There is found a lack of consideration of the cultural values of some countries in Africa, the Middle East and the Far East. Therefore, this study implicates stakeholders in Saudi Arabia to demand their cultural values be depicted in teaching and educational material.

Evaluating a Psychoeducation Program to Foster Chinese Primary School Students' Covitality.

This investigation evaluated the Growth Psychoeducation Intervention (GPI) designed to increase primary school students’ covitality, a construct describing the beneficial combinatorial effects of positive psychological skills and mindsets. Students with higher covitality levels have stronger relationships with their teachers and classmates, and behave in more positive ways. This GPI intervention study employed a pretest-posttest-follow quasi-experimental design to evaluate a culturally adapted group counseling intervention designed to foster Chinese senior primary school students’ (n = 189, ages 9–12 years) covitality levels. The hypothesis was that covitality increases would positively correlate with school belonging and life satisfaction and less frequent bullying victimization. The Social Emotional Health Survey-Primary (SEHS-P) assessed the effectiveness of the GPI eight-week program to promote mental health and decrease bullying. GPI demonstrated effectiveness by improving students’ covitality and school belonging and reducing bullying victimization.

The Age and Gender Effect on Four Forms of Peer Victimization among Chinese Children and Adolescents

This study is the first to examine the effects of age and gender on different forms of peer victimization among local Chinese schoolchildren in Hong Kong. The cross-sectional study recruited a sample of 8604 schoolchildren aged between 8 and 16 from 24 primary (elementary) and secondary (middle) schools in Hong Kong. The Multidimensional Peer Victimization Scale was used to measure how often the participants had experienced physical and verbal victimization, social manipulation, and attacks on property during the last school term. The participants were divided into three age groups (8–10, 11–13, 14–16) based on the average ages of senior primary, junior secondary, and senior secondary school students. Two-way MANOVA and subsequent two-way ANOVAs were used to analyze the data. Physical victimization and attacks on property were found to decrease with age. Across the age groups, boys were more likely than girls to experience physical and verbal victimization, but not social manipulation. However, the gender × age group interaction effects were insignificant. The findings suggest that educators and helping professionals should consider providing gender-specific anti-bullying programs in schools.

Research on Cultivating Positive Psychology of Senior Primary School Students from the Perspective of Home-school Cooperation

Research on Cultivating Positive Psychology of Senior Primary School Students from the Perspective of Home-school Cooperation

Promoting senior primary school students’ understanding of particulate nature of matter through inquiry instruction with multiple representations

ABSTRACT This study examined the change in the two groups of senior primary school students’ understanding of particulate nature of matter (PNM) before and after each group involved in related instructions, namely inquiry instruction with multiple representations (IIMR) and regular instruction (RI). Data were collected through a two-tier questionnaire, and the data were analysed utilising statistical methods to compare the extent of change across the groups. The results revealed that both groups of students held similar but poor understandings of PNM before the instruction. Following the instruction, the IIMR students showed a greater improvement in scientific understandings about the PNM compared to their counterparts in the RI group. The results exhibited that carefully designed instruction of IIMR were strongly served for fostering students’ scientific understanding of PNM in comparison to the RI.

Fostering senior primary school students’ understanding of climate change in an inquiry-based learning environment

ABSTRACT This quasi-experimental study explored the impact of inquiry-based instruction on students’ conceptions of climate change and their perceptions of science learning environment. A total of 68 senior primary school students participated into the study. Data sources included Questionnaire on Global Climate Change and Constructivist Learning Environment Survey. Data were coded and analysed using quantitative procedures. Before the instruction, about 25% of the participants were aware of the major consequences of, causes of and possible cures for climate change. Following the instruction, about 50–85% of the participants developed scientific understandings about climate change, but the participants showed slow progress in terms of identifying nonscientific conceptions concerning climate change. In addition, students perceived inquiry-based learning environment more encouraging compared to their regular science classes.

The development of creativity in senior primary school students: Gender differences and the role of school support

The development of creativity in senior primary school students: Gender differences and the role of school support

Effects of Food Fit for Fun Program with Social Media Used on Health Literacy and Obesity Prevention Behaviors among Senior-Primary School Students, in Nakhon Ratchasima Province Thailand

Background: Childhood obesity has become more prevalent all over the globe. In Thailand, the highest prevalence rate of childhood obesity has been found among primary school students in Northeastern (9.9%), which still exceeds 7% recommended by the WHO. Objective: This study aimed to assess the effectiveness of Food Fit for Fun program with social media used on health literacy and obesity prevention behaviors among senior-primary school students in Nakhon Ratchasima Province, Thailand. Methods: A quasi-experimental was conducted. An experimental and a control group each with 34 participants. A 12-week program was implemented with Health Literacy on dietary and physical activities and social media were used for communication and support. Analysis of the data was performed using t-test while a mean difference and 95%CI were used for determining statistical significance. Results: The senior-primary school children in the experimental group improved their mean difference on health literacy in preventing obesity (10.18; 95% CI: 7.11 to 13.24, p-value <0.001) and dietary and physical activity behaviors (13.44; 95% CI: 6.11 to 20.77, p-value <0.001), compared to the control group. After interventions, the experimental group had a statistically significantly lower mean score on nutritional status (weight for height) (0.26; 95% CI: 0.05 to 0.59, p-value <0.05) and fat percentage (1.71; 95% CI: 0.19 to 3.22, p-value <0.05) than the comparison group. Conclusions: This study provided sustainable evidence on effectiveness of Food Fit for Fun program with the use of social media. This outcome showed that it could improve health literacy in preventing obesity and behavioral modification as well as reduce weight and fat percentage in children.

桂西北中高年级小学生自尊现状调查

桂西北中高年级小学生自尊现状调查

Funkcionalnost porodice i moralna razvijenost učenika

This paper presents the results of an empirical study into the relationship between family functioning and the level of moral development in senior students (adolescents), designed and conducted to take into consideration the more complete definition of the modern family, which gives preference to intra-family determinants over its external features, and relies on the results of previous relevant studies of the influence of the family on the formation of the child's personality. A functional and healthy family is one that aspires to or successfully achieves its goal of raising and educating children and youth, responsible parenthood/guardianship, promotion and maintenance of the mental and physical health of all family members, and provision of support to their work, life, and social fulfillment. The aim of the study was to ascertain whether there is a statistically significant correlation between family functioning and the level of students' moral development and overall school performance. It included 220 senior primary school students. The results show that about two-thirds of students see their families as optimally functional, and that the rest of the respondents believe that they live in families that do not reach the same functioning mark. Every third respondent perceives their family as functioning adequately, but quite a few students (7.27%) perceive their family as functioning moderately (according to the Beavers Systems Model, such families are considered dysfunctional). Students from optimally functional families had the highest average scores on moral development tests, while those from moderately functional families scored the lowest average number of points. The differences are statistically significant not only on these tests, but also for overall school performance as the control variable. A statistically significant correlation was found between the level of family functioning and student achievement on moral development tests. Such results allow us to conclude that family functioning (with all intragroup determinants that have positive educational effects) is one of the key factors in the moral formation of young people's personalities and their academic performance. Therefore, it is extremely important to improve the social position of the family, continuously train/instruct parents on pedagogical issues, and continuously work in partnership with pedagogical and other institutions and organisations engaged in children's upbringing and education.

Enlarging English reading amount in Hong Kong primary schools: do social support and goal orientation matter?

ABSTRACT In this research, the relationships among social support, including parents’, teachers’, and peers’ support, goal orientation, and reading amount in English were examined directly and indirectly in a sample of Hong Kong senior primary school students (N = 570) using a questionnaire survey. It was assumed that parents’, teachers’, and peers’ support influenced the reading amount via reading goal orientation. Gender and age were taken into consideration when calculating the mediating effect. Moreover, the cross-group invariance of gender was explored. Structural equation modelling was used to examine the relationships among the examined variables. The results of the structural equation modelling and mediation analysis showed that parents’ and teachers’ support predicted the reading amount positively and significantly, and that the effect of parents’ and teachers’ support on the reading amount was mediated by goal orientation, and there was no gender difference in terms of the mediating role of goal orientation. The implications include discussions on how parents and teachers can support reading and on how to enhance goal orientation and the reading amount.