Upper-elementary School Students Research Articles

Effects of the Tools for Getting Along Curriculum on Teachers’ Reports of Elementary Students’ Executive Functions, Social-Emotional Skills, and Behavior Problems

In this study, we examined the effectiveness of Tools for Getting Along (TFGA) on teachers’ reports of executive functioning (EF), social-emotional, and behavioral skills of upper elementary school students. TFGA is a classroom-level prevention curriculum that teaches students a sequence of empirically based problem-solving steps to apply in emotionally charged situations. We randomly assigned 52 elementary schools in California, Oklahoma, and Kentucky to the treatment (n = 26) or comparison (n = 26) condition, with study participants including 135 grade 4 teachers and their 1,713 students. Multilevel analyses revealed that relative to those in the comparison group, students who participated in TFGA had significantly better social skills (effect size = 0.12) and higher levels of behaviors associated with EFs (effect size = 0.11), as reported by their teachers. Further, students whose teachers reported as having higher internalizing and externalizing behaviors, lower competence, and weaker behaviors associated with EFs at baseline experienced greater improvements in these skills after participating in TFGA than their counterparts with relatively stronger skills in the comparison group. We discuss educational implications of this study to promote and scale evidence-based, social-emotional practices in elementary school classrooms.

Back to school: Teachers’ initial perceptions of students’ executive function behaviors are important for teacher–student relationships and executive function development

The transition to upper-elementary school marks an important shift when students are expected to independently manage their behaviors, attention, and engagement. The current study used a socioeconomically- and racially/ethnically-diverse sample of upper-elementary school students (N = 336, M age = 9.85 years). Results showed that teachers’ initial perceptions of students’ executive function (EF) behaviors as indexed by how well students adjusted to new situations, remembered multi-step activities, and stayed focused were related to their reports of conflict with students in the spring. Furthermore, teacher–student conflict was linked with teacher-reported EF behaviors in the spring, controlling for EF behaviors in the fall. Finally, teachers’ initial perceptions of students’ EF behaviors were associated with children’s performance on EF tasks in the spring, controlling for direct assessment of EF skills in the fall. Our findings emphasize the role of early teacher perceptions for the development of teacher–student relationships and children’s self-regulation skills during the school year.

The Effect of Bullying Victimization on Cyberbullying Perpetration in Upper Elementary Students: The Sequential Mediating Effect of Hopelessness and Time Spent Online

Objectives: This study examined the effects of bullying victimization on cyberbullying perpetration and investigated whether hopelessness and time spent online sequentially mediate the relationship between bullying victimization and cyberbullying perpetration among upper elementary students.Methods: The participants were 596 upper elementary school students {5th and 6th graders; 291 boys (48.8%)} from Seoul and Gyeonggi-do. The data were collected through a self-report questionnaire and analyzed using SPSS 26.0 and PROCESS macro version 4.3 (Model 6) by Hayes (2017).Results: First, bullying victimization positively influenced cyberbullying perpetration. Second, the sequential mediating effects of hopelessness and time spent online were significant. Lastly, time spent online mediated the effect of bullying victimization on cyberbullying perpetration, whereas hopelessness did not mediate this effect.Conclusion: These findings indicate a link between bullying victimization and cyberbullying perpetration. Therefore, it is recommended that cyberbullying prevention programs include strategies to reduce bullying victimization. Furthermore, high levels of hopelessness resulting from bullying victimization may lead to excessive internet use, increasing the likelihood of cyberbullying perpetration. Thus, victims need to be informed of about the importance of reporting bullying incidents to adults such as teachers, counselors, or parents. Additionally, if victims already exhibit high levels of hopelessness, it is necessary to encourage them to participate in evidence-based programs. Finally, the significant mediating effect of time spent online suggests that monitoring and intervening in victims’ online activities are crucial for reducing the likelihood of cyberbullying perpetration. These efforts may help prevent victims from spending excessive time online to relieve their hopelessness and from perpetrating cyberbullying.

A Study on the Effectiveness of Self-Esteem Enhancement Program : For Upper Elementary School Students

A Study on the Effectiveness of Self-Esteem Enhancement Program : For Upper Elementary School Students

Basic moral sensitivity, moral disengagement, and defender self-efficacy as predictors of students' self-reported bystander behaviors over a school year: a growth curve analysis.

Though school children tend to view peer victimization as morally wrong most do not to intervene on the victim's behalf and some instead choose to aid the victimizer. The aim of this longitudinal study was to investigate how students' defending and pro-aggressive bystander behaviors evolved over the course of one school year and their association to basic moral sensitivity, moral disengagement, and defender self-efficacy. Three-hundred-fifty-three upper elementary school students (55% girls; 9.9-12.9 years of age) each completed self-report surveys at three points during one school year. Results from latent growth curve models showed that pro-aggressive bystander behavior remained stable over the year, whereas defending behavior decreased. Moreover, students who exhibited greater basic moral sensitivity were both less likely to be pro-aggressive and simultaneously more likely to defend. Students with defender self-efficacy were not only associated with more defending behavior at baseline but also were also less likely to decrease in defender behavior over time. Conversely, students reporting a higher degree of moral disengagement were linked to more pro-aggressive behavior, particularly when also reporting lower basic moral sensitivity. These short-term longitudinal results add important insight into the change in bystander behavior over time and how it relates to students' sense of morality. The results also highlight the practical necessity for schools to nurture students' sense of morality and prosocial behavior in their efforts to curb peer victimization.

Analisis Hakikat Keterampilan Menulis Lanjutan Pada Kelas Tinggi

The aim of this research is to find the problems of advanced writing skills of upper elementary school students, and provide solutions. The research method used is a literature review. Based on the research results, it can be concluded that there are two factors that cause students' difficulties in writing at a high level, namely internal factors and external factors. Internal factors include students' weak motor skills, weak visual memory, low students' interest and motivation to learn, and finally students' study habits in class and at home. Meanwhile, external factors include lack of attention from parents towards students, an atmosphere at home that is less supportive, environmental conditions and finally the influence of social media. The lack of writing skills in elementary school students may also be caused by the less than optimal use of innovative learning methods. One way to optimize the writing learning process and increase students' writing motivation is to increase students' interest in writing through interesting learning models and learning media.

Development and Validation of a Global Citizenship Education Teaching-Learning Plan and its Effects on Fostering the Global Citizenship Competencies of Elementary School Students

The objectives of this study were to develop, implement a home economics education teaching-learning plan and assess its effects to enhance global citizenship competencies among upper elementary school students. The ADDIE model was employed for learner needs analysis, instructional design, development and implementation. This was followed by assessments of global citizenship competencies and class satisfaction. Based on an analysis of the core ideas associated with an area of "Living Environment and Sustainable Choice," four practical problems were designed: What actions should I take for the rational management of living resources? What actions should I take to ensure consciousness of the need to respect diversity in daily life? What actions should I take to maintain a safe and healthy living environment? What actions should I take to make sustainable choices? Based on these four practical problems, four lesson topics were developed in accordance with both the voyeur's and the critical perspectives, resulting in a total of 8 sessions. The subsequent delivery of an 8-session class on global citizenship education in home economics yielded significant improvements in the global citizenship competencies (knowledge, skills, attitudes, and willingness to act) of 37 elementary school students immediately after the sessions. The significance of this study lies in its focus on the core ideas of the revised 2022 curriculum, thereby offering directions for the development of global citizenship education within the curriculum.

초등고학년 창의ㆍ정서 통합프로그램 효과성 연구

The purpose of this study is to determine whether the creativity and emotion integration program for upper elementary school students is effective in improving the creativity and emotional abilities of elementary school students. The subjects of the study were a total of 63 upper-grade students from elementary schools in the metropolitan area, and 10 classes were conducted for 33 students in the experimental group. The effectiveness of the program was confirmed using Creativity Standardization Test (Lee, 2014) and Emotional Intelligence Test(Moon, 2001). The collected data was used to check the homogeneity of the two groups using the t-test in the SPSS 25.0 program, and then the results of the post-test were compared. The research results are as follows. First, the creativity-emotion integration program for upper grades of elementary school was effective in improving students' creative abilities among integrated creativity. Second, there was no statistically significant difference in the emotional intelligence scores of upper elementary school students. Accordingly, implications for improving the creative abilities and emotional intelligence of elementary school students using this program were discussed.

The Effect of Sleep Quality on Depression in Upper Elementary School Students

The Effect of Sleep Quality on Depression in Upper Elementary School Students

The Effect of Socially Prescribed Perfectionism in Upper Elementary School Students on Their Interpersonal Anxiety: The Sequential Mediating Effect of Dichotomous Thinking and Rejection Sensitivity

This study examined the effects of perceived discrimination on multicultural adolescents regarding feelings of This study examined the direct effect of socially prescribed perfectionism on interpersonal anxiety in upper elementary school students and the sequential mediating effect of dichotomous thinking and rejection sensitivity on this relationship. The sample comprised 306 upper elementary school students (grades 4 to 6; 149 boys, 48.7%) in Seoul, Incheon, and Busan. The Data were collected through an online self-report questionnaire completed by the participants and analyzed using SPSS version 27.0 and MPlus version 8.7 software. The analyses revealed three key findings. First the direct effect of socially prescribed perfectionism on interpersonal anxiety was not statistically significant. Second dichotomous thinking mediated the relationship between socially prescribed perfectionism and interpersonal anxiety, whereas rejection sensitivity did not. Finally, socially prescribed perfectionism influenced interpersonal anxiety through the sequential mediation of dichotomous thinking and rejection sensitivity. In conclusion, although socially prescribed perfectionism does not directly influence interpersonal anxiety, children may experience interpersonal anxiety in situations involving dichotomous thinking due to socially prescribed perfectionism, leading to rejection sensitivity. These findings suggest that interventions for interpersonal anxiety in upper elementary school students should focus on psychological problems attributed to socially prescribed perfectionism.

Self-regulated learning: Validating a task-specific questionnaire for children in elementary school

This paper describes the development and initial validation of the Cognition and Emotion/Motivation Regulation (CEMOR) questionnaire, a task-specific questionnaire for upper elementary school students that measures self-regulated learning (SRL). Using a multistep procedure, 22 items were developed, divided over five theory-informed dimensions (Planning, Monitoring, Cognition Control, Emotion/Motivation Control, and Reflecting). The CEMOR was applied in a math context. Children from grades 3–6 (N = 547, 54.7 % females) completed the CEMOR. Confirmatory factor analyses indicated that the five proposed scales have adequate to good model fit, with factor loadings ranging from .54 to .83, and acceptable to good composite reliability (ρ range = .75–.85). To find further validity support, the SRL scales were correlated with students’ performance on a math task, experienced emotions, and level of motivation during the task. Most correlations were statistically significant and in the expected direction. Hence, the CEMOR questionnaire shows promise as a new SRL instrument for elementary education.

초등학생의 진로장벽 검사도구 개발 및 타당화

Objectives This study was to systematically develop a Career Barrier Inventory(CBI) for upper elementary school students and verify its validity.
 Methods The concept of the career barriers were defined and sub-factors of the career barriers were derived based on the monistic view limited to contextual barriers(Lent et al., 1994/2000) and related previous studies. Preliminary items were developed through previous studies. And a preliminary scale of 27 items was developed through the expert’s content validity verification and the subjects’ understanding of the prior items. A preliminary survey was conducted targeting upper grades of elementary school students nationwide, and 136 of the collected data were used for exploratory factor analysis. The main survey sampled a different group from the preliminary survey across the country, and 236 (94.4%) of the collected data were used in CFA, through which the optimal CBI for elementary school students was developed and a systematic validation procedure was performed.
 Results The Major results were as follows; First, through EFA using preliminary survey data, four latent factor were validly extracted and reliability was secured. Second, as a result of CFA using the main survey data, three items with a standardized regression weights(β) of .50 or less were removed and the goodness of fit index for the final CBI measurement model (24 items) were reviewed, and all were good. Third, as a result of calculating the AVE and C.R., of each sub-factor, all of the evaluation criteria were satisfied and the construct validity was verified. Fourth, as a result of conducting a correlation analysis based on social support, self-esteem and self-efficacy measure-ment tools to verify criterion validity, the correlations among sub-factors of each variable were all significant. And the overall the reliability (Cronbach’s α) of the final CBI, was found to be .912, and the reliability of each sub-factor was also confirmed to be good.
 Conclusions Based on the monistic career barriers advocated in Social Cognitive Career Theory, the concept and sub-factors of career barriers for upper grades of elementary school students were identified and a CBI for upper grades of elementary school students whose reliability and validity were verified through systematic procedure was developed.

Scaffolding Expository Reading with Picture Books: Strategies for Comprehending Informational Language

AbstractInformational texts present complex content using language that is simultaneously technical, abstract, dense, and authoritative. This article describes practical strategies to support teachers in using informational picture books to prepare upper elementary school students for navigating the complex language demands necessitated by expository reading. These strategies include morphological analysis, spotlighting discipline‐specific vocabulary, sentence completion, unpacking nominalizations, identifying actions and their agents, deconstructing noun phrases, paraphrasing complex sentences, and syntactic anatomy. They are designed for classroom teachers to support their implementation of authentic informational texts.

A Comparative Study on Upper Elementary School Students' Perceptions of Life's Meaning: Focusing on Students Receiving Care Services at Health Centers and General Students

A Comparative Study on Upper Elementary School Students' Perceptions of Life's Meaning: Focusing on Students Receiving Care Services at Health Centers and General Students

A Survey of Middle and Upper Elementary School Students’ Knowledge of Cloud Computing

A Survey of Middle and Upper Elementary School Students’ Knowledge of Cloud Computing

텍스트 마이닝을 이용한 청소년의 희망 관련 연구 동향 분석

This study analyzes research trends related to hope by applying text-mining analysis. The subjects of this study were journals related to hope-related research on adolescents, including upper elementary school students registered in KCI from 2001 to 2022. According to the analysis of keyword frequency (TF) and keyword weight (TF-IDF), “academic” and “strength” showed the highest values. In the centrality analysis of keywords, “psychology” was the highest value, and “stress” was the highest value in mediation centrality. Applying topic modeling analysis classified it into five topics: (1) adaptation-related area, (2) relationship area, (3) effectiveness area, (4) career-related area, and (5) academic-related area. The periods were divided into the first period (2001-2010), the second period (2011-2015), and the third period (2016-2022). As a result of the analysis, the effectiveness area appeared in the second period. The proportion increased toward the third period, and the proportion of the adaptation and academic areas decreased. The proportion of the relationship area increased from the first to the third period. This study is meaningful because it examined the research trends related to hope by journals using text mining analysis.

The Role of Chinese Vocabulary Knowledge in Composition Writing among Upper Elementary School Students

The present study aims to investigate the role of vocabulary knowledge in composition writing among Chinese children. Drawing on Nation’s (2001) vocabulary framework, this study operationalized Chinese vocabulary knowledge from receptive and productive perspectives and in form, meaning, and use domain, respectively. A total of five measures assessing receptive vocabulary knowledge, productive vocabulary knowledge (form, meaning, and use), and composition writing skills were administered to 249 Chinese students in grade 4 (N = 91), grade 5 (N = 90), and grade 6 (N = 68). Hierarchical regression results showed that across upper elementary grades, productive vocabulary knowledge made a significant and substantial contribution to Chinese writing performance after controlling for age and receptive vocabulary knowledge. Inspections on vocabulary knowledge in each individual domain further revealed that knowledge of vocabulary form was the strongest predictor of writing performance at grade 4, while knowledge of vocabulary meaning and use make increasing contributions to composition writing at higher grades. Findings from this study underline the relative importance of productive vocabulary knowledge in form, meaning, and use at different developmental stages and extend writing models to non-alphabetical languages. Pedagogical implications were also drawn from the present study to inform better educational practices on scaffolding beginning writers with specific aspects of vocabulary knowledge.

아동의 그릿이 진로성숙도에 미치는 영향에서 학교적응의 매개효과

Objectives The purpose of this study is to examine the relationship between children's grit, school adjustment, and career maturity, and to verify the mediating effect of school adjustment on the path from grit to career maturity.
 Methods For this purpose, we utilized longitudinal data from 2,150 children, measured from the 11th wave (4th grade in elementary school, 2018) to the 13th wave (6th grade in elementary schoo, 2020) of the Korean Children's Panel Study (KCPS). The collected data were analyzed for mediating effects using SPSS 28.0 and PROCESS Macro v4.0.
 Results The research results are as follows. First, children's grit showed a positive correlation with school adjust-ment and career maturity, and school adjustment showed a positive correlation with career maturity. Second, children's school adjustment was found to partially mediate the static relationship between grit and career ma-turity while controlling for important covariates such as children's gender, parents' educational background, and employment status.
 Conclusions These results can serve as foundational data to provide practical implications for the development of educational approaches and programs aimed at enhancing the career maturity of upper elementary school students.

MOTIVATION OF ELEMENTARY SCHOOL STUDENTS FOR PHYSICAL EDUCATION IN THEIR FREE TIME

The aim of this research was to examine whether and to what extent the socio-pedagogical characteristics of upper elementary school students contribute to their level of motivation for physical education in their free time. The defined sociopedagogical characteristics of students include gender, the grade they are in, school performance, and students' involvement in extracurricular sports activities. The population consists of students from the "Branko Copić" Elementary School in Prnjavor (Republica Srpska, Bosnia and Herzegovina). The sample comprises a total of 133 students, including 45 (33.80%) fifth-grade students, 42 (31.60%) seventhgrade students, and 46 (34.60%) ninth-grade students. To achieve this, a quantitative research approach was carried out. The defined research objectives represent fundamental components of the problem and the subject of the study. In the research, a self-created five-point Likert scale: "Students' Attitudes towards Physical Education in Their Free Time" was applied to assess the students' motivation for physical education in their free time. The reliability analysis yielded a satisfactory level of reliability with α=0.92. Using the survey questionnaire "Student Survey," information about the socio-pedagogical characteristics of the respondents was obtained, as well as how students spend their free time and the time intervals they have available for leisure activities during the day. The results indicate that the motivation of elementary school students for physical education is weak. A mild level of motivation for physical education is observed only in very good students.

Table Tennis Forehand Drive Learning Model for Application based Elementary School Students

This research produces a learning model for table tennis forehand drive strokes for upper elementary school students and tests the effectiveness of an application-based table tennis forehand stroke skill model for upper elementary school students. The research approach and method for this table tennis Forehand drive stroke skill learning model uses the ADDIE (Analysis, Design, Development, Implementation and Evaluation) research and development model. The subjects involved in this research were 34. The subjects of this research were upper elementary school students. The data analysis technique was created by conducting a pretest and posttest using a forehand drive stroke skill movement instrument. The results are analyzed, the point is to find out whether there is a percentage increase in skills through the learning model given to students. Based on the results of the analysis, it was found that there was an increase in the ability of table tennis forehand drive strokes for elementary school IV students after implementing the forehand drive movement learning model. The results obtained were 6.41% pre-test and 8.65% post-test.