Self-Confidence and Academic Achievements in Primary-School Children: Their Relationships and Links to Parental Bonds, Intelligence, Age, and Gender

2010 ◽  
pp. 293-326 ◽  
Author(s):  
Sabina Kleitman ◽  
Tanya Moscrop
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Age And Gender ◽  
Academic Achievements ◽  
Self Confidence ◽  
Parental Bonds ◽  
And Gender

The prevalence and nature of behaviour problems in primary school children in the South Coast Region of Queensland

1990 ◽  
Vol 4 ◽  
pp. 55-67
Author(s):  
Juanita Muller
Keyword(s):  
Primary School ◽  
School Children ◽  
South Coast ◽  
Primary School Children ◽  
Behaviour Problems ◽  
Behaviour Problem ◽  
The South ◽  
Age And Gender ◽  
And Gender ◽  
Coast Region

A survey to determine the prevalence and nature of behaviour problems (adjustment difficulties) in State primary school children in the South Coast Region of Queensland, was conducted using a personally abbreviated form of the Achenbach and Edelbrock (1986) Child Behaviour Checklist - Teacher Report Form (CBCL-TRF). The subjects of this study were 494 children (407 boys and 87 girls) aged between 6 and 13 years, who were nominated by teachers from a random selection of 30 schools in the Region. Teachers were asked to complete the checklists on children whose behaviour had caused them concern within the last two months. Results indicated that 3% (494) of the children in these schools were reported to have a behaviour problem as perceived by teachers, and 23% (370) were determined to have a behaviour problem in the clinical range of functioning, according to the CBCL-TRF. Specific types of problems were identified in each of the age and gender groups, but aggression was perceived to be the most frequent problem across age and gender. Behaviour problems were also shown to be associated with poor academic performance. Overall this study provides useful information, in the form of general prevalence estimates, on which to base a regional adjustment policy.

Nutritional habits in a primary school children: generational and gender differences

2012 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Maria Luisi ◽  
Raffaele Lova ◽  
Luisa Bertulli ◽  
Francesco Sofi ◽  
Angelo Pietrobelli ◽  
...  
Keyword(s):  
Gender Differences ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Nutritional Habits ◽  
And Gender

What Accounts for Individual and Gender Differences in the Multi-Digit Number Processing of Primary School Children?

2012 ◽  
Vol 220 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Helga Krinzinger ◽  
Guilherme Wood ◽  
Klaus Willmes
Keyword(s):  
Gender Differences ◽  
Primary School ◽  
School Children ◽  
Spatial Working Memory ◽  
Number Processing ◽  
Primary School Children ◽  
Digit Number ◽  
Visual Spatial ◽  
Visual Spatial Working Memory ◽  
And Gender

Gender differences in numerical domains have frequently been reported, but typically only from high-school age onwards. Recently, we found performance differences in favor of primary school boys in multi-digit number processing. Several underlying factors have been suggested to explain general differences in multi-digit number processing (such as visual-spatial working memory capacity), gender differences in mathematics (such as attitudes toward mathematics), and gender differences in multi-digit number processing (such as visual-spatial abilities). To date, no study has tested the concurrent impact of these factors on the development of multi-digit number processing in primary school children; thus, we applied structural equation modeling to a longitudinal dataset of 140 primary school children. Our main result was that gender exerted the strongest influence on multi-digit number processing, which was partly mediated by attitudes toward mathematics. Furthermore, general visual-spatial abilities (but not visual-spatial working memory) had a strong impact on individual differences in multi-digit number processing. These results are discussed in light of the psychobiosocial view.

scholarly journals Emotional Intelligence in Colombian Primary School Children. Location and Gender Analysis

2017 ◽  
Vol 16 (3) ◽  
pp. 1 ◽  
Author(s):  
Lucía Herrera Torres ◽  
Rafael Enrique Buitrago Bonilla ◽  
Sergio Cepero Espinosa
Keyword(s):  
Emotional Intelligence ◽  
Primary School ◽  
School Children ◽  
Reliability And Validity ◽  
Primary School Children ◽  
Future Research ◽  
Social And Emotional ◽  
Learning Programs ◽  
Emotional Quotient Inventory ◽  
And Gender

This paper analyses Emotional Intelligence (EI) in Colombian Primary School Children depending on their location (rural or urban) and gender. The final sample consisted of 1451 students in fourth and fifth grade of three provinces in Boyacá department. Emotional Quotient Inventory: Youth Version (EQ-i: YV; Bar-On & Parker, 2000) was used for data collection. Both the reliability and validity of EQ-i: YV have been determined for this sample. The main results revealed differences in EI according to location. Overall, EI was higher in the urban than rural settings. Also, scores on the dimensions interpersonal and adaptability differed by gender. Additionally, the need for future research and development of Social and Emotional Learning programs in schools is discussed.

Sign in / Sign up

Export Citation Format

Share Document