•Parental, teacher, and peer autonomy support all positively predicted student motivation and engagement.•Above relations were mediated by psychological need satisfaction.•The model showed strong ...invariance across gender.•To target all three social agents in multi-level interventions will optimize student motivation and engagement.
Little research has simultaneously examined the differential effects of autonomy support from parents, teachers, and peers (social agents) on students’ psychological need satisfaction, motivation, and school engagement. Drawing from Self-Determination Theory, this study examined the joint effects of perceived autonomy support from these three social agents on psychological needs, motivation, and engagement of 614 Chinese primary school students. Results revealed that perceived autonomy support from parents, teachers, and peers positively and uniquely predicted student psychological need satisfaction. The effect was strongest for parental autonomy support, although a model constraining the paths from all three social agents to be equal fit equally well. Need satisfaction predicted greater self-determined motivation and student engagement and mediated the effects of all three social agents on student motivation and engagement. The model showed strong gender invariance. The results highlight the importance of targeting all three social agents in multi-level interventions that aim to optimize student motivation and school engagement.
lAt present, there are few investigations on students, especially primary school students. The subjects of this investigation are college students and primary school students.lSomatizatic symptoms ...were used as outcome variables, and the concern of epidemic situation was used as research factors.lUse the Somatic Self-rating Scale (SSS) suitable for Chinese native population.lDifferent stress manifestations of college students and primary school students were analyzed respectively, and relevant suggestions were provided.
The rapid, ongoing and worldwide coronavirus 2019 (COVID-19) pandemic represents a global public health emergency. Our objective was to explore the impact of the COVID-19 pandemic on somatic symptoms among Chinese college and primary school students, to provide reference data pertaining to the mental health of this population in the context of a public health emergency. In February and March 2020, we explored the somatic symptoms and concerns regarding COVID-19 of 399 college and primary school students in Sichuan Province using the Somatic Self-rating Scale (SSS) and a novel questionnaire, respectively. Logistic regression analysis and non-parametric tests were used to analyze the data. The incidence of somatic symptoms among college students was 34.85 (mild, 26.26%; moderate, 8.59%). The incidence of somatic symptoms in primary school students was 2.39% (all mild). Among the entire cohort, concern regarding COVID-19 was positively correlated with the occurrence of somatic symptoms. Somatic symptoms were more likely among college students expressing greater concern regarding the threat to life and health posed by COVID-19, and the efficacy of prevention and control measures. Among primary school students, only the concern for life and health was associated with a higher likelihood of somatic symptoms. Our data indicate that governments and other relevant agencies should implement different measures to prevent and control mental health disorders diseases in primary school and college students.
En este artículo de investigación se reportan resultados de un estudio que permitió oír las voces de un grupo de estudiantes en torno a sus experiencias de comunicación para el aprendizaje en clases ...de lenguaje y matemática. Se estudiaron catorce focus group, de constitución mixta, con estudiantes de tres escuelas particulares subvencionadas de Santiago de Chile, que se encontraban cursando 5o año básico. Este corpus fue abordado mediante análisis dialógico del discurso. Los resultados muestran que los estudiantes atribuyen gran importancia a aspectos socioemocionales, a la alteridad, y a una educación integral cuando caracterizan procesos de aprendizaje exitosos.
There have been numerous studies conducted on the importance of multiple intelligence levels of learners and the significance of language learning. By contrast, this study dwells on exploring ...cultural intelligence, its components and the relationship between cultural intelligence and language learning. To achieve this aim, bilingual and multilingual primary school students were selected and administered a cultural intelligence questionnaire to detect whether or not there is a relationship between these two aspects. The results yield the fact that multilinguals have higher scores in cultural intelligence, showcasing that those who are open to other cultures and can easily adapt to new patterns of thinking are likely to learn languages with ease.
Introduction. Higher level of knowledge and frequent contacts with peers with disabilities can influence the emergence of more positive attitudes of students towards peers with disabilities. In ...regard to that, our aim was to test the importance of knowledge, contact frequency and other possible factors influencing attitudes of students toward disabled peers. Methods. The study included 140 students of 4th and 5th grade of primary schools. The research was conducted in the period from December 2020 to March 2021 in two primary schools. The Chedoke McMaster scale was used to examine students' attitudes toward peers with disabilities, while Contact with Disabled Persons Scale and the Children's Knowledge about Handicapped Persons Scale were used to assess frequency of contact and knowledge about disabilities. Results. Girls showed a significantly higher level (25.21±6.21) of frequency of contacts with students with disabilities compared to boys (19.66±7.30) (p=0.043) and higher level of knowledge (27.88±5.88) about disabilities compared to boys (25.50±4.69) (p=0.009). Respondents who attended school together with children with disabilities (31.07 ± 8.41) showed a significantly higher level of frequency of contacts with students with disabilities compared to respondents who did not attend school with peers with disabilities (13.72±6.32) (p=0.001). Conclusion. Higher level of knowledge and frequent contacts with peers with disabilities does not have influence on the emergence of more positive attitudes of students towards peers with disabilities.
•We studied the interplay of achievement and self-concept in primary education.•We used a longitudinal U.S. representative data set with math and verbal test-scores.•Within domains reciprocal ...relations between achievement and self-concept were found.•Across domains effects of achievement on subsequent self-concept were negative.•Overall, the findings strongly support the RI/EM for primary school students.
The reciprocal internal/external frame of reference model (RI/EM) extends the internal/external frame of reference model (I/EM) over time and the reciprocal effects model (REM) across domains. The RI/EM postulates positive developmental relations between academic achievement and self-concept within a domain and negative relations across two non-matching domains (e.g., math and English). However, until now, empirical investigations of the RI/EM had only focused on secondary school students from specific countries. In the present study, we test whether the RI/EM also applies to primary school students and to students in the United States, by using a representative longitudinal data set: the Early Childhood Longitudinal Study-Kindergarten (ECLS-K: 1998–1999). We found positive reciprocal relations between academic self-concept and standardized test scores within a domain, whereas the effect of prior achievement on self-concept was much stronger (skill-development part) than the effect of self-concept on achievement (self-enhancement). Furthermore, we found negative effects of achievement on subsequent self-concepts across domains (I/E frame of references). Overall, the findings of the study strongly support the RI/EM for primary school students. Our results are compared to previous findings in the literature for secondary school students and are discussed with regard to self-concept formation in primary school.
The article considers the possibilities of modeling based on which a model of the development of creative thinking primary school students in the process of extracurricular work is theoretically ...justified and developed, which has three components: the first component is the parts of creative thinking, namely: creative imagination, the ability to speak new and associative and figurative thinking. The second component is the methods of development creative thinking, within the scope of the study they were defined as: educational and developmental methods, motivational methods and creative and productive methods. The third component is pedagogical conditions for the development of creative thinking. Pedagogical conditions included: activation of creative activity, which is realized through the activation of thinking, creative imagination, observation of each student; giving the teacher freedom of action to demonstrate his creative abilities while performing tasks aimed at developing creativity; the introduction of game moments that motivate the creative activity of students, give an opportunity to be realized in a more favorable, psychologically positive atmosphere; the ability to create a sense of satisfaction and joy from success in students, the development of creativity; creation of an art space: a classroom, relaxation art corners, a hobby workshop, a gallery of student creativity; the use of innovative technologies in the process of extracurricular activities, for example, project activities.
It was determined that in accordance with the characterized pedagogical conditions, it is appropriate to use certain groups of methods: educational and developmental, aimed at identifying the creative potential of students and directing it to the formation of creativity structural components; motivational, which should interest students in the process of learning about the new, unknown, actualize knowledge bases, promote active creativity in the process of extracurricular activities; creative and productive, which summarize the mastered material, reflect the quality and level of specific knowledge, skills and abilities acquired in the lessons; creative learning methods, which include those that are traditionally intuitive: brainstorming, empathy, etc.
It’s confirmed that within the framework of the implementation of this model, the main task of the teacher is to manage the processes of creative search: creating a situation of creative activity of primary school students, developing their imagination, associative thinking, the ability to understand patterns, the desire to constantly improve, to solve more and more complex creative problems.
Objectives To find out the prevalence rate of pre-myopia among primary school students in the Mianyang Science City Area, analyze its related risk factors, and thus provide a reference for local ...authorities to formulate policies on the prevention and control of myopia for primary school students. Methods October 2022, Cluster sampling was adopted by our research group to obtain the vision levels of 2278 primary school students employing a diopter test in the Science City Area. In addition, questionnaires were distributed to help us find the risk factors associated with pre-myopia. Results The prevalence rate of pre-myopia among primary school students in the Science City Area was 45.27%, of which 43.82% were boys and 46.92% were girls, with no statistically significant difference in the prevalence rate of myopia between boys and girls (c2 =2.171, P=0.141). Multiple logistic regression analysis demonstrated that the main risk factors for pre-myopia were having at least one parent with severe myopia, spending less than 2 hours a day outdoors, lack of sleep looking at electronic screens for more than 1 hours, and having an improper reading and writing posture. Outdoor activity time less than 2 hours per day, lack of sleep, looking at the electronic screen for more than 1 hour per day, and incorrect reading and writing posture were all positively associated with the pre-myopia (P values < 0.05). Conclusion The Science City Area has a high prevalence rate of pre-myopia among primary school students. It is proposed that students, schools, families, and local authorities work together to increase the time spent outdoors, get adequate sleep, reduce the time spent staring at digital screens and develop scientific use of eye habits.
The main goal of this research is to determine the effect of Religious Culture and Moral Knowledge classes on religious literacy skills. Considering the type of people that religions aim to raise, ...religious literacy includes skills such as knowing the concepts, worship, belief principles, and historical realities that a religion expects its believers to have. The quantitative research method was used. In this context, success was applied to primary school students. While the general population of our research consists of primary school students, the study population consists of 105 students studying in the fourth grade of a primary school in a metropolitan city in the 2021-2022 academic year. The demographic characteristics of the students who participated in the research were examined in terms of gender and age. In addition, to determine the socio-economic status of students and their families; Questions about the education level of the parents were asked. In the study, it was concluded that the literacy levels of female students were higher, the level of religious literacy increased as the age of the students increased, and the education level of the parents was determinant when it comes to religious literacy. In addition, it was concluded that social media and the internet have rather more effect on religious literacy.
The growing societal need to promote creative thinking in education and the challenges of measuring creativity for contemporary educational approaches have contributed to the development of this ...study. Based on the confluence theory of creative potential, we conducted a comprehensive assessment of creative potential in 707 children aged 5 to 12 years using the Evaluation of Potential Creativity Test (EPoC). Specifically, divergent-explorative and convergent-integrative processes were measured in two domains of creativity: graphic and verbal. The results show that the EPoC is a consistent and structurally valid test. The latent profile analysis revealed five profiles. Younger children showed less complex profiles than older children. We found no statistically significant differences between the profiles in relation to gender. Based on these results of the EPoC test, we can measure and promote the creative potential of school-age children in a valid and personalised way.
•The Slovenian adaptation of the EPoC test is an internally consistent, structurally valid and developmentally appropriate instrument.•Five profiles of creative potential were identified: low potential, divergent, homogeneous, integrative and high potential.•There were no statistically significant differences in the observed profiles in relation to gender.•Younger students have lower creative potential. Older students have higher and more integrative creative potentials.
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