•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.
Background Rising anxiety and depression in primary school students adversely affect their development and academics, burdening families and schools. This trend necessitates urgent, focused research ...within this young demographic. This alarming trend calls for a systematic bibliometric analysis to develop effective preventative and remedial strategies Objectives This study aims to identify and analyze the prevailing research hotspots and emerging trends concerning anxiety and depression in primary school students, thereby furnishing a foundational reference for future academic endeavors in this area. Methods This study uses the Web of Science (WOS) Core Collection database as the data source, focusing on literature published between 2013 and 2023 concerning anxiety and depression in primary school students. An initial search identified 1852 articles, which were then manually screened to exclude duplicates, conferences, announcements, and unrelated literature, resulting in 1791 relevant articles. The analysis, executed on December 31, 2023, employed CiteSpace and Vosviewer tools to assess various bibliometric indicators including authorship, country, institutional affiliations, publication trends, keyword frequency, and citation analysis. Results The analysis revealed a corpus of 1,791 English-language articles, with a discernible upward trend in publications over the decade. The USA and China were the leading countries in this field, with 482and 272 papers, respectively. The research predominantly addresses the etiological factors of anxiety and depression, various intervention strategies, and the comorbidities associated with these conditions in the target population. Key research focuses have been identified in areas such as suicidal thoughts, bullying in schools, the impact of COVID-19, mindfulness interventions, and anxiety related to mathematics. Future research is projected to increasingly focus on the effects of mathematics anxiety on the psychological and behavioral outcomes in students. Conclusion This study provides a critical visual and analytical overview of the key research areas and trends in the field of anxiety and depression among primary school students. It underscores the necessity of concentrating on the underlying causes and potential interventions. Such focused research is imperative for mitigating the mental health challenges faced by young students and enhancing their educational and developmental outcomes.
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.
Students’ learning is deeply rooted in both home and school environments. This necessitates a person-and-context perspective that considers individual, home, and school factors. This study delved ...into second language learning, an area inherently intertwined with these settings. Utilizing hierarchical linear modeling, the study involved 2,310 fifth-grade English–Chinese bilingual students and 109 teachers across 109 classrooms in 23 Singaporean primary schools where Chinese is taught as a second language. We examined the class compositional effect of Chinese use at home on students’ Chinese language achievement and the cross-level interactions between classroom goal structures (mastery and performance goal structures) and Chinese use at home in predicting Chinese language achievement. Aggregated class-level Chinese use at home exhibited a compositional effect on students’ Chinese language achievement. Additionally, the class-level Chinese use at home strengthened the positive relation between individual students’ home language use and their achievement in Chinese. Moreover, classroom mastery goal structure demonstrated significant moderating effects on the relation between students’ Chinese use at home and Chinese language achievement. While Chinese use at home was positively related to achievement, this relation was weaker in classes with high mastery goal structure and stronger in classes with low mastery goal structure. No main effect or interaction effect concerning classroom performance goal structure was observed. These findings highlight the intricate relation between home language exposure and classroom goal structures. Being surrounded by peers who use the second language often at home may enhance second language achievement. Furthermore, mastery-focused environments may compensate for students with limited second language exposure at home. (PsycInfo Database Record (c) 2024 APA, all rights reserved) (Source: journal abstract)
The objective of positive education is not only to improve students' well-being but also their academic performance. As an important concept in positive education, growth mindset refers to core ...assumptions about the malleability of a person's intellectual abilities. The present study investigates the relation of growth mindsets to psychological well-being and school engagement. The study also explores the mediating function of resilience in this relation. We recruited a total of 1260 (658 males and 602 females) Chinese students from five diversified primary and middle schools. Results from the structural equation model show that the development of high levels of growth mindsets in students predicts higher psychological well-being and school engagement through the enhancement of resilience. The current study contributes to our understanding of the potential mechanisms by which positive education (e.g., altering the mindset of students) can impact psychological well-being and school engagement.
•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.
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.
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.
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