Upper-elementary School Students Research Articles

The Moderating Effect of Parental Monitoring on the Relationship between Flow Experience and Problematic Game Use of Upper Elementary School Students: Focusing on Control Impairment and Excessive Playing

The Moderating Effect of Parental Monitoring on the Relationship between Flow Experience and Problematic Game Use of Upper Elementary School Students: Focusing on Control Impairment and Excessive Playing

The Mediating Effect of Learning Attitude in the Relationship between Peer Attachment and Life Satisfaction in Korean upper Elementary School Students

Objectives: This study is a cross-sectional study that analyzes data from a self-report online survey conducted on Korean upper elementary school students, and aims to identify the mediating effect of learning attitude in the relationship between peer attachment and life satisfaction. Methods: In this study, the 13th panel study on Korean children data collected from July to December 2020, organized by the Korea Institute of Child Care and Education, was used. The variables used were peer attachment, life satisfaction, and learning attitude. In this study, mean, standard deviation, frequency analysis and descriptive statistics were conducted for major variables using the SPSS 26.0 program, and AMOS 22.0 was also used to determine the fit between the measurement model and the structural model. Results: As a result of this study, the path from peer attachment to learning attitude (β = 0.532, <i>p</i> < 0.001) and the path from learning attitude to life satisfaction (β = 0.146, <i>p</i> < 0.001) were statistically significant. In addition, it was found that learning attitude had a partial mediating effect in the relationship between peer attachment and life satisfaction. Conclusions: This study can provide basic data for the development of programs or counseling that can contribute to upper elementary school students’ positive school life and their adaptation to school in the future.

The Effect of Upper Elementary Children’s Parentification on their Smartphone Dependency in Double-Income Families: The Sequential Mediating Effect of Ambivalence over Emotional Expression and Loneliness

This study aimed to examine the effect of parentification on the smartphone dependency of upper elementary school children in double-income families and to verify whether ambivalence over emotional expression and loneliness sequentially mediates the relationship between parentification and smartphone dependency. The participants were 311 upper-elementary school students (4th to 6th graders; 126 boys, 40.5%) in double-income households residing in Seoul, Gyeong-gi, and Incheon. The data were collected through an online self-report questionnaire completed by the participants and were analyzed using SPSS 26.0 and Mplus 8.7 software. The results can be summarized as follows. Firstly, the direct effect of parentification on the smartphone dependency of the children from double-income families was statistically insignificant. Secondly, ambivalence over emotional expression mediated the effect of parentification on smartphone dependency, while loneliness did not. Lastly, parentification influenced smartphone dependency through the sequential mediating channel of ambivalence over emotional expression and loneliness. In conclusion, these findings indicate that interventions for smartphone-overdependent children from double-income families should place emphasis on children’s psychological difficulties attributed to parentification. Specifically, this study highlights the importance of alleviating the levels of ambivalence over emotional expression and loneliness to address the issue of children’s smartphone dependency in double-income families, suggesting possible involvement and support at both household and societal levels.

Testing the reciprocal longitudinal association between pro-aggressive bystander behavior and diffusion of responsibility in Swedish upper elementary school students

The overall objective of this study was to investigate the longitudinal association between diffusion of responsibility and pro-aggressive bystander behavior across three time points in upper elementary education. This three-wave longitudinal study included 1905 Swedish students who completed a questionnaire in at least one of the three waves: the fourth (Mage = 10.56), fifth (Mage = 11.55), and/or sixth grades (Mage = 12.58). Both traditional and random intercept cross-lagged panel models revealed a reciprocal relationship between pro-aggressive bystanding and diffusion of responsibility from the fourth to fifth grades, whereas the only significant cross-lagged path from the fifth to sixth grades was from pro-aggression to diffusion of responsibility in the traditional cross-lagged panel model. Thus, this study provides evidence for bidirectional longitudinal associations between diffusion of responsibility and pro-aggressive bystander behavior but did not support a full cross-lagged bidirectional model.

Domain-specific self-regulated learning interventions for elementary school students

BackgroundSelf-regulated learning has been deemed an essential skill that must be explicitly learned and repeatedly practiced for young students. The need for research on teacher-led self-regulated learning interventions embedded in regular classroom instructions has escalated steadily. AimsWe aimed to investigate self-regulated learning interventions' effectiveness led by teachers applicable to three primary subjects (i.e., writing, mathematics, reading) based on Zimmerman's cyclical model of self-regulated learning. Samples214 Korean upper elementary school students participated in a series of three intervention studies (nStudy1 = 70, nStudy2 = 69, nStudy3 = 75). MethodsTrained homeroom teachers implemented the interventions—incorporating explicit instructions about domain-specific strategies in writing (Study 1), mathematics (Study 2), and reading (Study 3)—in Korean elementary school classrooms. Participants were assigned to one of the three groups: regular classroom instruction (REG), domain-specific strategy instruction (STR), and strategy instruction within the framework of eight-phase self-regulated learning instruction (STR + SRL). ResultsSynthesized results revealed that the STR + SRL group used more self-regulated strategies, performed better in achievement tests, and was less distracted by task-irrelevant thoughts than the STR and REG groups. ConclusionsOur interventions are compatible with domain-specific instructions in multiple subjects and can guide and prompt self-regulatory learning processes in elementary classrooms. Current findings also reiterate the importance of the teachers’ role in research-based interventions to increase ecological validity and applicability. We shed light on the potential mechanism that underlies the relationship between enhanced self-regulated learning and motivational and cognitive outcomes.

The Effect of Taekwondo Instructor’s Authentic Leadership and Expertise Recognized by Upper Elementary School Students on Exercise Adherence and Coaching Efficiency

The Effect of Taekwondo Instructor’s Authentic Leadership and Expertise Recognized by Upper Elementary School Students on Exercise Adherence and Coaching Efficiency

Development and initial validation of a mathematics-specific spatial vocabulary scale

This study describes the development and initial validation of a mathematics-specific spatial vocabulary measure for upper elementary school students. Reviews of spatial vocabulary items, mathematics textbooks, and Mathematics Common Core State Standards identified 720 mathematical terms, 148 of which had spatial content (e.g., edge). In total, 29 of these items were appropriate for elementary students, and a pilot study (59 fourth graders) indicated that nine of them were too difficult (< 50% correct) or too easy (> 95% correct). The remaining 20 items were retained as a spatial vocabulary measure and administered to 181 (75 girls, mean age = 119.73 months, SD =4.01) fourth graders, along with measures of geometry, arithmetic, spatial abilities, verbal memory span, and mathematics attitudes and anxiety. A Rasch model indicated that all 20 items assessed an underlying spatial vocabulary latent construct. The convergent and discriminant validity of the vocabulary measure was supported by stronger correlations with theoretically related (i.e., geometry) than with more distantly related (i.e., arithmetic) mathematics content and stronger relations with spatial abilities than with verbal memory span or mathematics attitudes and anxiety. Simultaneous regression analyses and structural equation models, including all measures, confirmed this pattern, whereby spatial vocabulary was predicted by geometry knowledge and spatial abilities but not by verbal memory span, mathematics attitudes and anxiety. Thus, the measure developed in this study helps in assessing upper elementary students' mathematics-specific spatial vocabulary.

Development of Core Competencies Assessment Scale for Assessing Indigenous Language Competencies of Upper Elementary School Students

Development of Core Competencies Assessment Scale for Assessing Indigenous Language Competencies of Upper Elementary School Students

초등학교 고학년이 지각하는 부모감독과 교사지지가 학교적응에 미치는 영향

Objectives The purpose of this study was to investigate the effect of parental monitoring and teacher support variables perceived by upper elementary school students on their school adjustment, and to examine whether parental monitoring and teacher support variables have an interaction effect on school adjustment in upper elementary grades.
 Methods For this purpose, data were collected from 223 elementary school students from 4th to 6th grade. Finally, 196 data were analyzed for the final analysis. The collected data were processed with the reliability analysis, Pearson correlation analysis, normality test and two-way ANOVA by using the SPSS 28.0 statistics program.
 Results The results of the study were as follows: First, each variable showed a statistically significant correlations. Second, When parental monitoring and teacher support affect school adjustment, the interaction effect between the two variables was also confirmed.
 Conclusions Based on the results of this study, in establishing an intervention plan to improve school adjustment of elementary school students, schools and families are first connected to create a home and school environment so that students can perceive a high level of parental monitoring and teacher support. If it is possible, it is possible to expect that it can provide meaningful help in improving school adjustment. And for teachers who are concerned about school maladjustment due to low parental monitoring and parents who are concerned about school maladjustment due to low teacher support, either high teacher support or high parental monitoring mediates the negative effects of low parental monitoring and low teacher support. It is meaningful in that it suggests that the expectation that there is an effect is also possible.

THE CULTIVATION OF MORALITY AND ETHICS FOR UPPER ELEMENTARY SCHOOL STUDENTS IN KAMALASAI DISTRICT, KALASIN PROVINCE

The objectives of this research were: 1) to study the moral and ethical cultivation for upper elementary school students; 2) to study the moral and ethical cultivation for upper elementary school students in Kamalasai District, and 3) to present a moral and ethical cultivation model for upper elementary school students in Kamalasai District, Kalasin Province. This study was carried out by means of studying documents and fieldwork to interview 27 informants. The obtained data were interpreted by descriptive analysis. The research results were as follows: Moral cultivation for upper elementary school students: moral cultivation has been developed to be consistent with the changes in social and problematic conditions in each era. Cultivating morals and ethics for students is very important and it is necessary to organize training regularly. Cultivation of morality and ethics for upper elementary school students in Kamalasai District Kalasin Province: the morality and ethics cultivation of the project uses Buddhist principles, which are Pañcasīla-Pañca Dhamma principles through activities, namely the process of cultivating Mettā, Sammāājīva, Kāmasaṁvara, Sacca and Satisampajañña. The moral and ethical cultivation model for upper elementary school students in Kamalasai District, Kalasin Province: 1) the process to cultivate Mettā is performed through the fish release activity for Mettā spread on the last Friday of every month; 2) the process to cultivate Sammāājīva is performed through the activity to sell products at the Pracharat market every Tuesday; 3) the process to cultivate Kāmasaṁvara is performed through recording activities and Sīla-examination every day; 4) the process to cultivate Sacca is performed through recording activities and do as vows; 5) the process to cultivate Satisampajañña is performed through chanting and meditation activities every day before the beginning of class. The training model must be developed in many areas, such as the integration of tools and Dhamma principles to be easy to understand and suitable for the age, focusing on the participation of the participants. The media must be very modern and must be integrated with agencies involved in training to participate in the process.

초등학교 고학년 학생들의 쓰기 능력 발달 연구

The study examined the longitudinal changes of writing skills in the expository and fictional narrative writings of 321 upper elementary school students. First, the number of letters and sentences in writing stagnated or decreased slightly, but the number of T-units increased, suggesting improved sentence maturity. Second, latent growth modeling confirmed a linear model for both explanatory and narrative writing. Third, factor analysis found that the quality of writing accounted for the highest proportion (weight) of writing skills. This study found that upper elementary school is an important period for qualitative changes in “discourse-level proficiency writing” based on the transcriptional skills and writing fluency acquired in lower grades. Practical guidance is thus needed to improve the skills of 4th to 6th graders in text organization and in identifying the purpose and reader of the writing.

Classroom-Level Authoritative Teaching and Its Associations with Bullying Perpetration and Victimization

ABSTRACT The aim of the present study was to investigate and clarify the association between authoritative teaching at the classroom level and bullying perpetration and victimization among Swedish upper elementary school students. For this purpose, authoritative teaching was analyzed both as combined construct, and as the effects of the two dimensions that characterize authoritative teaching (i.e. structure and support). In all, 1,522 students (M age = 10.54 SD = 0.35) from 110 classrooms completed a questionnaire in their classrooms. The findings from the multilevel regression analyses showed that students in classrooms with less authoritative teachers engaged more in bullying behaviors and were more often victimized. When authoritative teaching was divided into structure and support, only teacher support showed a significant negative association with bullying perpetration and victimization.

객관적 비만도와 비만에 대한 부정적 태도가 비만적 신체이미지와 신체존중감에 미치는 영향

The purpose of this study was to investigate the effects of obesity and negative attitudes toward obesity on obese body image and body esteem. 419 elementary school students in the 5th and 6th grades participated in the survey (208 males and 211 females). As a result of correlation and multiple regression analysis, both obesity and negative attitude toward obesity showed significant effects on obese body image, and the effect of obesity on obese body image was greater than the negative attitude toward obesity. As a result of the analysis of the structural equation model, the overall fit indexes were all good. It was found that obesity and negative attitudes toward obesity had a positive effect on obese body image, and obese body image had a negative effect on body esteem. Contrary to the hypothesis, obesity was found to have a positive effect on body esteem, and the reason for this was discussed.

Teachers' bullying-related cognitions as predictors of their responses to bullying among students.

Teachers may play a key role in reducing bullying by responding to incidents among students. Inspired by the theory of planned behaviour, several studies have investigated teachers' bullying-related cognitions as predictors of their responses to bullying. This study investigated whether six teachers' bullying-related cognitions (i.e., perceived seriousness, empathy, attitudes, self-efficacy and attribution of the bullying) predicted five student-perceived teachers' responses (i.e., Non-Intervention, Disciplinary Methods, Victim Support, Mediation and Group Discussion) over time. By examining this objective, more insight into student perceptions of teachers' responses to bullying could also be provided. In total, 999 upper elementary school students (Mage = 10.61 at Wave 1, SDage = .90; 53.6% girls) and their 59 teachers (Mage = 39.61 at W1, SDage = 11.60; 79.7% female) participated. A bullying questionnaire was administered in three waves to assess students' perceptions of the teachers' responses. Teachers reported bullying-related cognitions in the first wave. Multilevel analyses were used to investigate the relative contribution of the predictors on the teachers' responses over time. None of the teachers' bullying-related cognitions significantly predicted the teachers' specific responses. The findings suggest that teachers' bullying-related cognitions are not reflected in their responses to bullying as perceived by students. Moreover, the findings indicate that students' perceptions of teachers' responses vary widely within classrooms and over time. Student- and teacher-reported teachers' responses might differ, and these possible differences should be taken into account.

The Effect of Parenting Attitudes Perceived by Upper Elementary School Students on Life Satisfaction: Mediating Effects of Emotional Problems

본 연구는 한국아동·청소년패널조사 2018(KYCPS 2018)의 초등학교 4학년 패널 2차 연도와 3차 연도의 자료를 사용하여, 초등학교 고학년이 지각한 부모의 양육태도와 삶의 만족도 사이에서 정서문제가 매개하는지를 구조적으로 살펴보고자 하였다. 수집된 자료는 SPSS 21.0과 AMOS 21.0을 이용하여 분석하였다. 연구결과는 다음과 같다. 첫째, 초등학교 고학년들이 지각한 부모의 양육태도, 정서문제, 삶의 만족도 사이에는 서로 유의한 상관을 보이고 있다. 둘째, 초등학교 고학년이 지각한 부모의 긍정적 양육태도와 부정적 양육태도는 정서문제에 유의한 영향을 주는 것으로 나타났다. 삶의 만족도에 대해서는 긍정적 양육태도가 유의한 영향을 주는 것에 반해, 부정적 양육태도는 유의한 영향을 주지 않는 것으로 나타났다. 정서문제는 삶의 만족도에 유의한 영향을 주는 것으로 나타났다. 셋째, 부모의 양육태도와 삶의 만족도 사이에서 정서문제의 매개효과를 살펴본 결과, 긍정적 양육태도와 삶의 만족도 사이에서 정서문제는 부분매개효과를, 부정적 양육태도와 삶의 만족도 사이에서 정서문제는 완전매개효과가 있음을 확인하였다. 부트스트랩 검증을 통하여 간접효과 검증을 실시하였다. 본 연구는 부모의 양육태도에 따라 초등학교 고학년들의 삶의 만족도에 미치는 과정에서 정서문제가 어떠한 역할을 하는지를 이해하는데 도움을 준다는 점에 의의가 있다.

The Relationship Between Academic Self-Efficacy and Mathematics Anxiety in Upper Elementary School Students

This study investigates the relationship between academic self-efficacy and mathematics anxiety in upper grade students of elementary schools in Sidoarjo. A total of 185 students from two schools participated in this study. The academic self-efficacy and mathematics anxiety scales were employed for data collection. Using saturated sampling analysis, a significant negative correlation coefficient of -0.248 (p < 0.001) was found, indicating a negative association between academic self-efficacy and mathematics learning outcomes. The students exhibited a moderate level of academic self-efficacy (43%) and mathematics anxiety (39%). The implications of these findings contribute to our understanding of the interplay between academic self-efficacy and mathematics anxiety among upper grade students, thereby offering valuable insights for educators, policymakers, and researchers to enhance mathematics education strategies and support mechanisms.
 Highlights:
 
 The study explores the relationship between academic self-efficacy and mathematics anxiety in upper grade elementary students.
 A negative correlation (-0.248) between academic self-efficacy and mathematics learning outcomes is observed.
 The findings suggest the importance of addressing mathematics anxiety and fostering academic self-efficacy to improve mathematics education for upper grade students.
 
 Keywords: Academic self-efficacy, mathematics anxiety, upper grade students, elementary school, Sidoarjo.

초등학교 고학년생의 미디어 기기 중독이 문제행동에 미치는 영향: 자율성과 자아탄력성의 다중매개효과

본 연구는 초등학교 고학년생의 미디어 기기 중독이 문제행동에 미치는 영향을 확인하고, 이들 관계에 자율성과 자아탄력성의 다중매개효과를 검증하였다. 이에 본 연구에서는 한국아동패널 12차년도 자료를 활용하였으며, 연구대상은 초등학교 5학년 1,412명이다. 자료분석으로는 빈도 및 기술통계분석, 상관분석, 연구모형적합도, 경로분석을 실시하였다. 연구결과로는 첫째, 자율성은 초등학교 고학년생의 미디어 기기 중독과 문제행동 간의 관계를 매개하는 것으로 나타났다. 둘째, 자아탄력성은 초등학교 고학년생의 미디어 기기 중독과 문제행동 간의 관계를 매개하는 것으로 나타났다. 셋째, 초등학교 고학년생의 미디어 기기 중독은 문제행동에 영향을 미치는 것으로 나타났다. 이에 따라 본 연구에서는 초등학교 고학년생의 문제행동을 감소시키기 위하여, 자율성과 자아탄력성의 향상에 대한 실천적 및 정책적 제언을 제시하였다.

초등 고학년 학생들의 신체활동 참여 특성과 사회인지적 요인간의 관계 분석

Objectives The purpose of this study was to form a cluster according to the physical activity participation level of upper elementary school students, and to analyze the physical activity participation characteristics and social cognitive factors of the formed cluster.
 Methods The subject of this study was to distribute and collect Self-written questionnaires to 525 higher grade students of 4 elementary schools in D city. As a measurement tool, the Global Physical Activity Questionnaire (GPAQ) was used to measure the characteristics of participation in physical activity, and the socio-cognitive factor was a questionnaire developed by Saunders et al. was used to measure three factors: social influence, outcome expectation, and self-efficacy. For data analysis, two-step cluster analysis, one-way ANOVA, and independent t-test were performed.
 Results First, three clusters(passive participation, non-participation, and active participation) were formed as a result of cluster analysis of the physical activity participation areas of higher grade elementary school students. There were statistically differences in work and study, leisure, and sedentary behavior. and Male students showed more participation in active group than female students. Second, socio-cognitive factors showed significant differences between groups in social influence(friend subfactor), outcome expectation(physical expectation), and self-efficacy(barrier overcome).
 Conclusions The physical activity participation time of higher grade elementary school students can be classified into clusters, and that each cluster has a significant difference between the groups in participation time and socio-cognitive factors. This study is expected to contribute to suggesting the direction for change and development of customized programs for healthy physical activity of elementary school students.

Effects of cognitive therapy-based thinking-changing training on negative automatic thoughts, self-esteem, and aggression in elementary school students

The purpose of this study was to investigate the effects of cognitive therapy-based thinking-changing training on negative automatic thinking, self-esteem, and aggression in upper elementary school students. To this end, two classes in the 5th grade of elementary school in Incheon were selected and 23 students from the one class (experimental group) were given structured cognitive therapy-based thinking-changing training, and 22 students from the other (control group) were given no intervention. The thinking-changing training program was a classroom-based group intervention and consisted of twelve 40-minute weekly sessions. The experimental treatment was delivered mainly through off-line but given the school situation under Covid-19 pandemic, several sessions were delivered through on-line. Participants were asked to complete questionnaires measuring negative automatic thoughts, self-esteem, and aggression before, during, and one week after the program. Significant pre-post decrease in negative automatic thoughts and aggression, and significant pre-post increase in self-esteem was found only in experimental group, not in control group. This study demonstrates potential utility of cognitive therapy in elementary school setting, particularly in addressing upper graders’ negative automatic thoughts, aggression and self-esteem.

Structural Relationship Analysis between Positive and Negative Parenting Attitudes, Smartphone Over-dependence, and Academic Enthusiasm Perceived by Upper Elementary School students

본 연구의 목적은 초등학교 고학년이 지각한 부모의 긍정적·부정적 양육태도, 스마트폰 과의존, 학업열의 사이의 구조적 관계를 분석하는 것이다. 이를 위해, 한국 아동·청소년 패널조사(KYCPS 2018)의 초4 패널 2차 연도와 3차 연도의 4,620명의 데이터를 사용하였다. 자료는 SPSS 21.0과 AMOS 21.0 프로그램을 이용하여 분석하였다. 연구결과는 다음과 같다. 첫째, 초등학교 고학년이 지각한 부모의 긍정적·부정적 양육태도, 스마트폰 과의존, 학업열의 사이에는 유의한 상관을 보이고 있다. 둘째, 본 연구에서 설정한 초등학교 고학년이 지각한 부모의 긍정적·부정적 양육태도, 스마트폰 과의존, 학업열의 사이의 구조적 관계 모형은 부합한 것으로 나타났다. 부모의 긍정적·부정적 양육태도는 스마트폰 과의존, 학업열의에 유의한 영향을 주고 있으며, 스마트폰 과의존은 학업열의에 유의한 영향을 주는 것으로 나타났다. 셋째, 스마트폰 과의존은 부모의 긍정적·부정적 양육태도, 학업열의 사이에서 부분매개효과가 있음을 확인하였다. 이러한 결과는 학업열의가 점차로 줄어드는 시기인 초등학교 고학년에게 부모의 양육태도가 스마트폰 사용에 중요한 영향을 줄 수 있음을 확인하였다. 이를 통해 학업열의 지속을 위한 부모의 양육태도에 대한 세심한 점검과 스마트폰이 오락 기능은 물론이거니와 학업 도구로써 사용될 수 있도록 가정에서의 스마트폰과 관련된 지도에 대한 함의를 제시해 주었다.