Sixth-grade Girls Research Articles

Global Impact of Menstrual Readiness Revolution

This study investigates the association between menstrual knowledge and readiness for menarche among sixth-grade girls at SDN Ngembe 1 Beji in 2023. Using a cross-sectional approach and validated questionnaires, the research explores factors beyond knowledge that influence preparedness. Findings reveal a non-significant correlation (p-value = 0.636) between knowledge and readiness, emphasizing the need for comprehensive educational efforts involving healthcare, schools, and communities to better equip young women for this important phase of development. Highlight: Holistic education for menstrual readiness. Cross-sectional study on adolescent knowledge. Health promotion strategies for menstrual preparedness. Keyword: Menstrual knowledge, Menarche readiness, Adolescent education, Cross-sectional study, Health promotion

Innovation Nation: Teaching middle school students to be design thinkers

Our purpose was to provide a model for a middle school design thinking program supported by a university-school partnership and to investigate potential benefits of teaching middle school students to be design thinkers. Sixth, seventh, and eighth grade girls (N = 80) participated in the Innovation Nation program. Over three days, students engaged in workshops and collaborated in teams to learn the five phases of design thinking (empathize, define, ideate, prototype, and test) and applied the methodology to an authentic human-centered innovation challenge. Student teams showcased prototypes of their solutions at a final exhibition attended by parents and the school community. Results showed that participants dramatically increased their understanding of design thinking and its steps as a result of the Innovation Nation experience. Notably, there were also important gains beyond design thinking knowledge, including increases in self-efficacy for creativity, design, and problem-solving, and better attitudes about group work. There was also evidence that skills learned in Innovation Nation transferred, as students showed an increased tendency to seek critical feedback and revise work based on feedback in a novel design task following the program. We hope to encourage middle school educators to bring design thinking into the curriculum, as students who learn design thinking also develop important habits of mind and 21st century skills.

Views of Catholic Middle School Students on Handling Peer Aggression

Aggression toward peers who are perceived as weaker or different is a widespread problem for middle school students including those attending Catholic middle schools. Middle school students’ normative beliefs about the acceptability of various types of aggressive behavior influences their own potential involvement in bullying. Therefore, how middle schoolers decide to respond to situations of peer aggression may affect their standing as either victims, bystanders to bullies, or as bully-victims in school environments over time. This study looks at how middle schoolers (sixth, seventh, and eighth grade girls and boys) in Catholic schools think it best to respond to peer aggression by examining their decision-making preferences for how targeted peers (from a vulnerable group) should respond to physical, verbal, or cyber aggression situations. Although significant effects regarding gender, grade, and type of peer aggression were found for the decision-making of the middle schoolers, findings reveal that overall middle schoolers’ preferences were well developed for resisting peer aggression. The study provides important insights for how to supplement commonly existing curricula on social emotional learning in Catholic Schools with decision-making training inputs for the design of future school-based bullying prevention programs. Preparing middle schoolers in Catholic schools to respond to stop peer aggression in a proactive way supports the mission of Catholic schools to create safe and caring school environments.

Comparative Analysis of Anthropometric Parameters as Obesity Indicators for Sixth Grade Girls from Different Regions in Montenegro

The main goal of this research was to determine the differences in nutritional levels between sixth grade female students from Central, Northern and Southern region of Montenegro. The sample consisted of 43 girls aged 11- 12 years, who were divided into 3 subsamples, according to the criterion of place of residence. The following variables were measured: body height, body weight, and waist circumference. Level of nutrition was calculated using two indices body mass index and waist-to-height ratio index, which are presented numerically and in percentages. Basic central and dispersion parameters were calculated for each variable. Differences in nutrition levels between regions were calculated by the Chi square test. According to the results, female students from the Northern region are more obese than the other two regions. Also, not too worrying percentages of obese children have been obtained, but we should definitely work on its prevention and prevention of its occurrence.

초등학생들의 체육수업 선호도가 교우관계, 운동수행 유능감 및 학교생활 태도에 미치는 실태 분석

After analysing the relationship between elementary school students’ preference for Physical education classes, their relationship to Friendship, Exercise performance competence, and School life attitudes, the following conclusions were obtained. Firstly, the preferences for physical education classes were in the order of sixth-grade male students, sixth-grade female students, fifth-grade male students, and fifth-grade female students, with high overall preferences for physical education. Secondly, friendship relationships were found to be enjoyable for both male and female students in the fifth and sixth grades, and the degree of preference for physical education classes had a significant impact on friendship. Third, in terms of “effort factors” and “confidence factors,” male students were found to be higher than female students. In terms of “jointness” factors, sixth-grade girls were significantly higher in encouragement from friends and teachers, and in the category of “friends

How important is the structure of school vaccine requirement opt-out provisions? Evidence from Washington, DC's HPV vaccine requirement

Recent increases in vaccine-preventable diseases have led policymakers to reconsider the scope of vaccine requirement exemptions. Yet eliminating these provisions is politically difficult. Beginning in 2009, sixth grade girls in Washington, DC were required to receive the HPV vaccine or submit a one-time opt-out form. In 2014, the requirement was expanded to all students grades 6–12, and those not vaccinating were required to opt-out annually. I show that the movement from a one-time opt-out provision to an annual requirement increased the probability that teen girls in Washington, DC initiated HPV vaccination by 11 percentage points. Teen boys were 20 percentage points more likely to be vaccinated. Back-of-the-envelope calculations suggest 7 fewer cases of cervical cancer and 41 fewer cases of oropharyngeal cancer for the 33,000 enrolled during the 2017/2018 year. Using the initial value of cancer care and the value of a statistical life year, my estimates imply nearly $36 million in savings compared to $1.5 million spent on vaccination. In generalizing these results to other states, effect sizes even one-tenth the size of my most conservative estimate would imply meaningful reductions in the nationwide incidence of HPV-related cancers.

Latina Elementary School Girls’ Experiences in an Urban After-School Physical Education and Literacy Program

Purpose: To understand where and how Latina girls are physically active outside of the Reflective Educational Approach to Character and Health program and the impact of female role models on participation in the program. Methods: The authors implemented a yearlong after-school physical activity and literacy program for fifth and sixth grade girls (N = 22 girls) in a low-income, urban community. Four university students/coaches delivered all sessions. Data were triangulated through 10 Latina girls’ interviews, student journals, coaches’ journals, researcher journals, and field notes, and analyzed using constant comparison. Results: Girls participated in leisure-time physical activities with family in community spaces, in spite of social and cultural barriers. Female coaches facilitated girls’ increased engagement by acting as strong role models and fostering caring relationships. Conclusion: After-school programs, community spaces, and strong connections with coaches play a critical role in students’ engagement in physical activity.

A cluster randomized trial to evaluate need-supportive teaching in physical education on physical activity of sixth-grade girls: A mixed method study

ObjectiveThe purpose of this study was to evaluate the efficacy of need-supportive teaching in physical education on girls' daily moderate-to-vigorous physical activity using a mixed method evaluation. Methods507 sixth-grade girls aged 9–14 years of 33 single-sex physical education classes participated in the cluster randomized control trial. During the 16-week intervention period, trained teachers conducted enhanced physical education lessons which were designed based on self-determination theory. In a randomized process, independent researchers using a computer-based algorithm allocated classes to the trial groups (IG n = 19 classes, CG n = 14). These lessons were subject to repeated systematic observations. The students' perceptions of basic psychological need support and satisfaction in physical education were measured using repeated self-report questionnaires. Students' daily moderate-to-vigorous physical activity (MVPA) was assessed by accelerometry. Semi-structured interviews provided a deeper understanding of how purposively sampled focus groups perceived teacher behavior in physical education. After a separate analysis of qualitative and quantitative data, results were merged to investigate the intervention's efficacy and treatment fidelity. FindingsThroughout the school year, the girls' MVPA levels decreased in both groups. Girls who reported their complete physical activity data had a lower body mass index than girls who reported no, or only one or two sets of physical activity data. Results of mixed measures converge on the finding that the teachers in the intervention group provided slightly stronger need support than the control teachers, however, intervention components were not delivered consistently. Therefore, a significant intervention effect on daily MVPA could not be quantified. Autonomy satisfaction significantly predicted MVPA. ConclusionQualitative insights of teaching behavior in PE underlined the importance of need support and revealed structural barriers, which compromised the implementation quality. Trial registrationEthics Committee of the Technical University of Munich 155/16S; Bavarian Ministry of Education IV.8-BO6106/52/12. FundingGerman Research Foundation grant DE2680/3-1.

Investigating the Relationship between Parents’ Religious Commitment and Practical Commitment to Islamic Beliefs in Sixth Grade Female Students in Eghlid City

The aim of this study was to investigate the relationship between parents’ religious commitment and practical commitment to Islamic beliefs in sixth grade elementary school girls in Eghlid. This study was a descriptive-correlation study. The statistical population of this study includes all sixth grade elementary school girls in Eghlid city in the year 2015-2016 that 150 students and their parents were selected as a sample by simple random sampling method. To collect data, the Practical Commitment to Islamic Beliefs Questionnaire was used. The results of this study showed that there is a statistically significant positive relationship between mothers’ religious adherence with practical commitment to prayer and fasting in sixth grade elementary school girls in Eghlid. Islam pays great attention to the choice of the mother, because she is the first teacher who trains righteous people and delivers them to society. And he is the only one who can elevate great men with his thoughts and train high-ranking mystics. The next finding in this study is the religious adherence and religious ambivalence of mothers with practical adherence to other Shari’a rules and practical adherence to Islamic beliefs there is no statistically significant relationship between the sixth grade girls of Eghlid city. There is no statistically significant relationship between mothers’ religious adherence to practical adherence to other Shari’a rules and practical adherence to Islamic beliefs. This is because belief is an internal issue and each person should develop this commitment and belief in her, but the implementation of the rules is learning and teaching the child by watching the parents and a positive educational model. The results also showed that the religious ambivalence of fathers with practical commitment to fasting, adherence to other religious rules and practical commitment to Islamic beliefs in the sixth grade girls of Eghlid city has no statistically significant relationship. Meanwhile, fathers’ religious adherence to adherence to other religious rules and practical adherence to Islamic beliefs has a statistically significant positive relationship in the sixth grade girls of Eghlid.

The impact of school-entry mandates on social inequalities in human papillomavirus vaccination.

Fundamental cause theory (FCT) is influential for explaining the enduring relationship between social position and health, yet few empirical studies test FCT’s contention that policy supporting the equal distribution of interventions across populations can help reduce health inequalities. Following human papillomavirus (HPV) vaccine approval, complex socioeconomic and racial-ethnic inequalities emerged in distinct stages of the diffusion of this health innovation. Virginia and the District of Columbia were the first U.S. jurisdictions to implement school-entry HPV vaccination mandates for sixth-grade girls, offering an opportunity to test whether inequalities in HPV vaccination are mitigated by policy that seeks to standardize the age of vaccine administration and remove barriers to knowledge about the vaccine. Using data from the 2008, 2009, 2011, 2012, and 2013 National Immunization Survey–Teen (N = 4579) and a triple-difference approach, this study tests whether vaccine mandates are associated with smaller socioeconomic and racial-ethnic inequalities in health provider recommendation and vaccine uptake. It finds mandates were associated with improvements in provider recommendation and vaccine uptake for some socioeconomic and racial-ethnic groups. However, mandates also likely led to a decline in HPV vaccine series completion overall. Implications of these findings for informing FCT and vaccination policy are discussed.

Physical Activity Preferences Of Urban, Middle School Students Students

PURPOSE: The purpose of this study was to investigate the physical activity preferences of middle school students. METHODS: Participants were 219 students in grades 6-8 at a public, urban middle school. Data were collected via self-report questionnaire that included questions with specified options and questions with write-in opportunities assessing demographic information, physical activity preferences, and activities students would like to learn. RESULTS: Results indicated that the middle school boys (n=113) were 12.65 (± 1.63) years old and overall preferred basketball (38.3%) and football (25.2%) and wanted to learn more about basketball (19.8%), football (12.9%) and soccer (11.9% ). Eighth grade boys (n=26) preferred basketball (19.8%) and football (12.9%) and wanted to learn basketball (21.7%), football (17.4%) and baseball (13.0%). Seventh grade males (n=45) preferred jogging (44.4%), basketball (28.9%) and football (15.6%) and wanted to learn basketball (20%), baseball (12.5%), soccer (17.5%), tennis (10.0%) and swimming (10.0%). Sixth grade boys (n=42) preferred basketball (32%) and football (28%) and wanted to learn basketball (21.7%), football (17.4%) and baseball (13.0%). Girls (n=106) were 12.57 (SD = 1.05) years old and overall preferred basketball (28.3%), jogging (23.2%) and dancing 12.1%, and wanted to learn about basketball (29.3%) tennis (15.2%) and soccer (13.0%). Eighth grade girls (n=28) preferred basketball (33.3%), jogging (29.6%) and dancing (11.1%) and wanted to learn baseball (30.4%) and soccer (13.0%). Seventh grade girls (n=30) preferred dancing (17.9%), jogging (17.9%), swimming (17.9%) and basketball (14.3%) and wanted to learn about baseball (36%), soccer (16%), swimming (12%) and tennis (12%). Sixth grade girls (n=47) preferred basketball (34.9%) and jogging (23.3%) and wanted to learn about basketball (25.6%), tennis (20.9%) and soccer (11.6%). CONCLUSIONS: In addition to population team sports, participants in this study indicated interests in individual and dual sports and fitness activities. Understanding preferences and interests is crucial to the development of population specific programs aimed at promoting current and lifelong physical activity participation.

How Important is the Structure of School Vaccine Requirement Opt-Out Provisions? Evidence from Washington, DC's HPV Vaccine Requirement

Recent increases in vaccine-preventable diseases have led policymakers to reconsider the scope of vaccine requirement exemptions. Yet eliminating these provisions is politically difficult. Beginning in 2009, sixth grade girls in Washington, DC were required to receive the HPV vaccine or submit a one-time opt-out form. In 2014, the requirement was expanded to all students grades 6-12, and those not vaccinating were required to opt-out annually. I show that the movement from a one-time opt-out provision to an annual requirement increased the probability that teen girls in Washington, DC initiated HPV vaccination by 12 percentage points. Teen boys were 20 percentage points more likely to be vaccinated. Back-of-the-envelope calculations suggest 83 fewer cases of cancer for students enrolled during the 2017/2018 year. In generalizing these results to other states, effect sizes even one-tenth the size of my most conservative estimate would imply meaningful reductions in the nationwide incidence of HPV-related cancers.

Enacting a body-focused curriculum with young girls through an activist approach: Leveraging the after-school space

ABSTRACT Background: Many girls do not want to engage in physical activity (PA) in places that do not provide feelings of safety, comfort, or protection. Nor will they engage in PA if it might compromise gender norms and place them at risk of being teased by peers. Media influences (e.g. social media, advertisements) target young girls and circulate gender norms and stereotypes. Many girls may compare themselves to an ideal female body, portrayed in media as slender, fit, pretty, fashionable, and White. This comparison can lead to negative perceptions about their bodies, which may lead to body image dissatisfaction and low body-esteem. To align with the ideal socially-constructed female body, girls may seek to embody normative feminine characteristics. Researchers have implemented body-focused curricula as interventions to help young girls navigate perceived barriers to PA and engage girls in critical analysis of media’s representation of women. Purpose: By creating the GIRL (Gaining Insight through Reflective Learning) sessions, the purpose of this study was to explore how coaches in one after-school program implemented a body-focused curriculum for girls through an activist approach. Method: Nine fifth and sixth grade girls from one low-income elementary school in an urban California school district participated in this year-long after-school program. Data sources included: a researcher journal, field notes, participants’ journals, semi-structured student interviews, researcher and school district personnel correspondences, and participant artifacts. The researchers used an activist approach to create and implement the GIRL sessions to provide: (a) a place where girls could practice high levels of confidence and satisfaction with their bodies and; (b) a safe place in which girls could discuss various concerns regarding the body. Activities were developed to align with these goals and tailored to individual and group interests. Data were analyzed using constant comparative method. Findings: Keeping girls at the center of decision-making was essential for streamlining curricular initiatives and implementation. This was possible through a responsive curricular approach that facilitated a flexible space for girls to engage with the curriculum. Cultivating trust and safety was a key aspect of implementing the curriculum. This involved rethinking traditional coach-student roles. Coaches engaged in reflexive practices which helped determine real-time changes to consider each week, and sense short-comings in critical perspectives they wanted to engage in with participants. Conclusion: If research on activist approaches is significant for transformation and creating new possibilities for girls, these findings are important for detailing what this looked like in practice, how it might work moving forward, and how it could work for others. Ultimately, an activist approach is about teaming with girls to realize transformational change (Oliver and Kirk 2016, ‘Towards an activist approach to research and advocacy for girls and physical education.’ Physical Education and Sport Pedagogy 21 (3): 313–327.). Our findings and discussion speak to the depth of trust needed to enact an activist approach. While GIRL coaches may have lacked critical perspectives to mitigate change, they demonstrated a dimension of cultivating trust through responsive pedagogy that may have been enhanced by the after-school space.

The effect of teaching puberty health concepts on the basis of a health belief model for improving perceived body image of female adolescents: a quasi-experimental study

BackgroundAs children approach adolescence, they focus increasingly on their appearance and physical attraction due to teenage body-image. Teaching the concepts of adolescent health changes an individual’s attitudes towards parts of the body. The health belief model (HBM) is one of the significant pedagogic models in health education. According to this model, the individual’s decision and motivation for adopting healthy behaviors depends on three separate categories “personal perception, adaptive behaviors, and probability of performing that action or behavior”. This study investigated the effect of teaching puberty health concepts on the basis of a HBM on perceived body image in female adolescents.MethodsA quasi-experimental research design was used in the study. This study was conducted with 60 sixth grade girls in state elementary schools in Yazd, Iran, that were selected with cluster sampling method and assigned randomly into experimental and control groups. The experimental group were educated in the school during eight 45-min sessions based on the HBM, whereas the control group were educated using the traditional lecturing method. The data were collected with demographic and self-body image questionnaires completed before and after intervention. The data were analyzed with SPSS16 using analysis of covariance (ANCOVA).ResultsThe mean age of the participants was 12.16 ± 0.74 years. The findings showed that “perceived body image” and “students’ self-attitude” improved significantly after intervention; yet, no significant difference was found between the subscales “attitudes towards weight” and “satisfaction with various parts of the body”.ConclusionThe results of the study confirmed the efficacy and efficiency of teaching puberty health on the basis of the HBM on improving perceived body image in female adolescents.

The German Basic Psychological Needs Satisfaction in Physical Education Scale: Adaption and Multilevel Validation in a Sample of Sixth-Grade Girls.

(1) Background: Self-determination theory (SDT) claims that need supportive behavior is related to the satisfaction of the basic psychological needs: autonomy, relatedness and competence. The student–teacher relationship is of special interest to understand mechanisms of physical activity behavior change in physical education (PE). (2) Methods: In this cross-sectional study, 481 girls answered a German version of the Basic Psychological Need Satisfaction (BPNS) in PE Scale. Contrary to previous studies, the psychometric properties of this scale were examined by multilevel confirmatory factor analysis. (3) Results: A model with three latent factors on both levels showed acceptable fit and all items showed significant factor loadings. Although one item was excluded due to psychometric reasons, the scale showed good internal consistencies; α = 0.85 at the individual level and α = 0.84 at the class level. Subscales’ internal consistency at the individual levels was good, while at class level, the scores differed from poor to good. Small significant correlations of BPNS with moderate to vigorous physical activity support criterion validity. (4) Conclusion: The 11-item scale is a valid measurement tool to assess BPNS in PE and further application in the school setting would broaden the insights into the psychological impacts of SDT in PE.

Using health belief model to predict oral health behaviors in girl students: A structural equation modeling

IntroductionDental caries and gum diseases are among the most common oral diseases in children around the world especially in less developed countries. Evidences suggest that identifying the reasons for not following the oral health behaviors, can improve the oral health status through evidence based interventions. The aim of this study was developing a model to explain the predictors of oral health behaviors in primary school girl students Based on the health belief model. MethodsIn this cross-sectional analytical study conducted in 2018, a total of 381 questionnaires were distributed among all fifth and sixth grade girl students of public schools in Lamerd, Iran. The data were collected through a researcher-made questionnaire included demographic information, and health belief model constructs (Cronbach's alpha between 0.54 and 0.77). Data were analyzed by SPSS23 and AMOS 23 for structural equation modeling. ResultsA total of 179 fifth-grade and 180 sixth-grade girl students participated in the study (94.2% response rate). More than 35% and 67% of students in the study did not brush and floss daily respectively. Perceived barriers (r = -0.27, P < 0.01), self-efficacy (r = 0.32, P < 0.01) and cues to action (r = 0.26, P < 0.01) showed significant correlation with behaviors. In final model by SEM, self-efficacy, perceived barriers, and cues to action have the highest relationship with oral health too. Other model constructs showed no significant relationship with behavior. ConclusionThe results suggest the necessity to emphasize the perceived benefits, self-efficacy and cues to action to promote students' oral health behaviors.

Physical activity levels and sedentary time during school hours of 6th-grade girls in Germany

AimRegular physical activity and low levels of sedentary time have positive health effects on youth, and data are needed to base public health recommendations on. Here, findings of device-based physical activity and sedentary time in sixth graders are presented. Data below are presented as mean (SD).Subject and methodsThree hundred and eight sixth-grade girls [11.6 (0.6) years] from the CReActivity study in Germany wore accelerometers (ActiGraph GT3X) for 7 consecutive days. Moderate to vigorous physical activity (MVPA), light physical activity (LPA), and sedentary time (ST) was obtained during school days with a focus on recess times.ResultsGirls spent 79.9 (23.2) minutes in MVPA and 9.4 (1.2) hours in ST during schooldays, of which 20.5 (8.2) minutes and 3.8 (0.4) hours respectively were accumulated during school hours. On average, students had 35.4 (4.5) minutes break, of which 6.3 (3.2) minutes (17.8%) were spent in MVPA activity and 16.5 (6.2) minutes (46.6%) in ST.ConclusionSchool setting is an important factor for physical activity and sedentary time. Therefore policy, curriculums, and school environment should promote physical activity und reduce sedentary time during school hours.

A school-based intervention based on self-determination theory to promote girls' physical activity: study protocol of the CReActivity cluster randomised controlled trial

BackgroundPhysical inactivity is deemed to be the fourth leading cause for premature death. Nevertheless, only a minority of children and adolescents in Germany fulfil the guideline of the World Health Organization of at least 60 min of moderate-to-vigorous physical activity per day. Children and adolescents with a lower socioeconomic background and especially girls are regarded as a high-risk group in terms of physical inactivity. Aim of this study is to examine how a theory-based physical education intervention programme supporting students’ autonomy, competence and relatedness affects physical activity both during these lessons and in leisure time. Based on the self-determination theory and the social cognitive theory, the extent to which autonomy, competence, relatedness, social support and self-efficacy in girls mediate the effect of the intervention programme on their physical activity will be examined. Moreover, the potential moderating role of socioeconomic status, environmental factors, teacher characteristics and BMI will be tested.MethodsCReActivity is a two-arm cluster randomised controlled trial with a follow-up period of three months after the end of the intervention programme. A total of 600 sixth grade girls in lower secondary schools in Bavaria, Germany will be proactively recruited. The intervention is carried out by the physical education teachers of the participating classes for five months. Primary outcome is the girls’ physical activity measured by accelerometers and systematic observations.DiscussionWe expect to provide an intervention programme that can contribute to the increase of physical activity levels in girls and offer insights into the mechanisms of physical activity behaviour change.Trial registrationGerman Clinical Trials Register DRKS00015723 (date of registration: 2018/10/22 retrospectively registered).

Sixth Grade Students’ Listening Comprehension of the Story Text

&lt;p style="text-align:justify"&gt;The aim of this research is to investigate ability of sixth grade students’ comprehension the listened story text. The research is the survey type of quantitative research methods. The population of the study consisted of the sixth grade students of the middle schools in the city center of Yozgat, Turkey in the 2018-2019 academic years. A simple random cluster sampling method was used in the selection of the sample. A total of 369 sixth grade students are sample. As a data collection, a story text entitled “Hero of the Town” was used. Data were collected in October 2018. SPSS 21 program was used to analyze the data. The level of listening comprehension the sixth grade students to the story text is 77.46%. It is seen that the sixth grade girl students’ listening comprehension are better than boy students. The girls’ listening comprehension is higher than boys’ %8. &lt;/p&gt;

Confirmatory Study of the Multidimensional Scales of Perceived Self-Efficacy with Children

The social cognitive career theory suggests that the development of career self-efficacy expectations begins during the childhood period. The Multidimensional Scales of Perceived Self-Efficacy (MSPSE) has been used to assess adolescents and adults’ career self-efficacy. This study extends this research by assessing the psychometric characteristics of the MSPSE with children. The MSPSE factorial structure, invariance, and concurrent validity were examined with data from 313 fifth- and sixth-grade girls and boys (M age = 10.8). Confirmatory factor analyses suggested a good fit of a hierarchical measurement model. Multi-group analyses suggested configurational and metric invariance across grade levels and across gender for the low-order factors. Still, variability in high-order factor loadings was found across gender. The MSPSE was positively correlated with career exploration and academic achievement. This study supports the use of the MSPSE with children, instills future research on children’s career self-efficacy, and advances practices promoting career preparedness.