Media violence, physical aggression, and relational aggression in school age children: a short-term longitudinal study

2010 ◽  
Vol 37 (2) ◽  
pp. 193-206 ◽  
Author(s):  
Douglas A. Gentile ◽  
Sarah Coyne ◽  
David A. Walsh
Keyword(s):  
Longitudinal Study ◽  
Relational Aggression ◽  
Physical Aggression ◽  
Media Violence ◽  
School Age Children ◽  
School Age ◽  
Short Term

Relational Aggression, Physical Aggression and Deception During Early Childhood: A Multimethod, Multi-informant Short-Term Longitudinal Study

2008 ◽  
Vol 37 (3) ◽  
pp. 664-675 ◽  
Author(s):  
Jamie M. Ostrov ◽  
Emily E. Ries ◽  
Kirstin Stauffacher ◽  
Stephanie A. Godleski ◽  
Adam D. Mullins
Keyword(s):  
Early Childhood ◽  
Longitudinal Study ◽  
Relational Aggression ◽  
Physical Aggression ◽  
Short Term

Working memory and fluid intelligence predict reading comprehension in school‐age children: a one‐year longitudinal study

2021 ◽  
Author(s):  
Santiago Vernucci ◽  
Yesica Aydmune ◽  
María Laura Andrés ◽  
Débora Inés Burin ◽  
Lorena Canet‐Juric
Keyword(s):  
Working Memory ◽  
Reading Comprehension ◽  
Longitudinal Study ◽  
Fluid Intelligence ◽  
School Age Children ◽  
School Age ◽  
One Year

Association between lung function of school age children and short-term exposure to air pollution and pollen: the PARIS cohort

Thorax ◽  
2021 ◽  
pp. thoraxjnl-2020-215515
Author(s):  
Hélène Amazouz ◽  
Nicolas Bougas ◽  
Michel Thibaudon ◽  
Guillaume Lezmi ◽  
Nicole Beydon ◽  
...  
Keyword(s):  
Air Pollution ◽  
Lung Function ◽  
School Age Children ◽  
School Age ◽  
Short Term ◽  
Short Term Exposure ◽  
Air Pollution Exposure ◽  
Total Pollen ◽  
Pollution Exposure ◽  
Cluster 2

BackgroundDaily levels of ambient air pollution and pollen may affect lung function but have rarely been studied together. We investigated short-term exposure to pollen and air pollution in relation to lung function in school-age children from a French population-based birth cohort.MethodsThis study included 1063 children from the PARIS (Pollution and Asthma Risk: an Infant Study) cohort whose lung function and FeNO measurements were performed at age 8 years old. Exposure data were collected up to 4 days before testing. We estimated daily total pollen concentration, daily allergenic risk indices for nine pollen taxa, as well as daily concentrations of three air pollutants (particulate matter less than 10 µm (PM10), nitrogen dioxide (NO2), ozone (O3)). Children with similar pollen and air pollution exposure were grouped using multidimensional longitudinal cluster analysis. Associations between clusters of pollen and air pollution exposure and respiratory indices (FEV1, FVC, FeNO) were studied using multivariable linear and logistic regression models adjusted for potential confounders.ResultsFour clusters of exposure were identified: no pollen and low air pollution (Cluster 1), grass pollen (Cluster 2), PM10 (Cluster 3) and birch/plane-tree pollen with high total pollen count (Cluster 4). Compared with children in Cluster 1, children in Cluster 2 had significantly lower FEV1 and FVC levels, and children from Cluster 3 had higher FeNO levels. For FEV1 and FVC, the associations appeared stronger in children with current asthma. Additional analysis suggested a joint effect of grass pollen and air pollution on lung function.ConclusionDaily ambient chemical and biological air quality could adversely influence lung function in children.

Epidemiology and Course of Psychiatric Disorders in School-Age Children?Results of a Longitudinal Study

1990 ◽  
Vol 31 (2) ◽  
pp. 243-263 ◽  
Author(s):  
G. Esser ◽  
M. H. Schmidt ◽  
W. Woerner
Keyword(s):  
Longitudinal Study ◽  
Psychiatric Disorders ◽  
School Age Children ◽  
School Age

Sex Differences in the Performance of School Children

1972 ◽  
Vol 17 (4) ◽  
pp. 273-278
Author(s):  
Eva P. Lester ◽  
Stephanie Dudek ◽  
Roy C. Muir
Keyword(s):  
Sex Differences ◽  
Academic Performance ◽  
Longitudinal Study ◽  
School Age Children ◽  
School Age ◽  
Motor Ability ◽  
Sex Typing ◽  
Female Children ◽  
Conceptual Ability ◽  
Objective Tests

Marked and consistent differences in academic performance between boys and girls were found in a longitudinal study of young school-age children. Performance, measured by objective tests administered by a psychologist, was higher in girls in all grades (Grade I to Grade V). However, tests of intelligence, perceptual maturity and conceptual ability showed no sex-linked differences — the only tests favouring the girls were those of motor ability. To explain the better academic performance of female children, personality attributes were considered (C.P.I.). Statistically significant differences were found in three personality dimensions: girls were found to be obedient and dependent, sober-minded and quiet, practical and realistic. In contrast the boys were found to be assertive and independent, excitable and happy-go-lucky, sensitive and free thinking. The significance of these findings is discussed in terms of academic achievement and also in terms of culturally-determined sex-typing of young children.

scholarly journals Bisphenol A Exposure and Asthma Development in School-Age Children: A Longitudinal Study

PLoS ONE ◽  
2014 ◽  
Vol 9 (10) ◽  
pp. e111383 ◽  
Author(s):  
Kyoung-Nam Kim ◽  
Jin Hee Kim ◽  
Ho-Jang Kwon ◽  
Soo-Jong Hong ◽  
Byoung-Ju Kim ◽  
...  
Keyword(s):  
Longitudinal Study ◽  
Bisphenol A ◽  
School Age Children ◽  
School Age

scholarly journals Dynamics of Learning Motivation in Early School Age Children

2015 ◽  
Vol 11 (2) ◽  
pp. 38-47 ◽  
Author(s):  
T.V. Arkhireeva
Keyword(s):  
Longitudinal Study ◽  
Well Being ◽  
Learning Motivation ◽  
Self Determination ◽  
School Age Children ◽  
Learning Activity ◽  
School Age ◽  
Social Motives ◽  
Early School ◽  
Early School Age

The paper presents outcomes of a longitudinal study on learning motivation in children of early school age. The aim was to reveal the leading motives in first, second, third and fourth grades and to explore the dynamics of some learning motives in children over the whole period of elementary school. As it was found, the learning activity in the children was mostly motivated by social motives, among which the leading ones were the motives of self-determination and well-being. As for learning motives, over the course of all four years the children were for the most part motivated by the content of the learning activity, and not by its process. The dynamics of certain social motives of the learning activity varied across the sample, with some going through the periods of increase and decrease and others having a one-way dynamics. The study also revealed a decrease in the motivation rooted in the learning activity itself between the second and third year; at the same time, in the second, third and fourth years the children were more motivated by the content of the learning activity than by its process.

Do serial order short-term memory and long-term learning abilities predict spelling skills in school-age children?

Cognition ◽  
2021 ◽  
Vol 206 ◽  
pp. 104479
Author(s):  
Laura Ordonez Magro ◽  
Steve Majerus ◽  
Lucie Attout ◽  
Martine Poncelet ◽  
Eleonore H.M. Smalle ◽  
...  
Keyword(s):  
Short Term Memory ◽  
Serial Order ◽  
School Age Children ◽  
School Age ◽  
Short Term ◽  
Learning Abilities ◽  
Term Memory

Media and Relational Aggression

2018 ◽  
Author(s):  
Nicole Martins ◽  
Sarah M. Coyne ◽  
Jennifer Ruh Linder
Keyword(s):  
Public Policy ◽  
Emerging Adulthood ◽  
Relational Aggression ◽  
Physical Aggression ◽  
Media Violence ◽  
Theory Building ◽  
Future Research ◽  
Aggressive Behaviors ◽  
Attitudes And Behaviors ◽  
The Media

The majority of the existing research on media aggression has focused on media violence and its effects on physical aggression. However, more recently, scholars have focused their attention on other forms of aggression in the media, such as relational aggression, and its effects on viewer attitudes and behaviors. This chapter reviews the existing theory and research on the portrayal of relational aggression in the media; how exposure to such portrayals is related to subsequent aggressive behaviors across childhood, adolescence, and emerging adulthood; and potential moderators and mediators of effects. We conclude with specific recommendations for future research, particularly as it relates to theory building and public policy.

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