The effect of perceptual fluency on overcoming the interference of the More A-More B intuitive rule among primary school students in a perimeter comparison task: the perspective of cognitive load

2019 ◽  
Vol 35 (2) ◽  
pp. 357-380
Author(s):  
Ying Liu ◽  
Ru-De Liu ◽  
Jon R. Star ◽  
Jia Wang ◽  
Huimin Tong
Keyword(s):  
Primary School ◽  
Cognitive Load ◽  
Perceptual Fluency ◽  
Primary School Students ◽  
School Students ◽  
Comparison Task ◽  
Intuitive Rule

The effect of perceptual fluency on overcoming the interference of the More A–More B intuitive rule among primary school students.

2020 ◽  
Vol 112 (5) ◽  
pp. 907-921
Author(s):  
Ying Liu ◽  
Ru-De Liu ◽  
Jon Star ◽  
Jia Wang ◽  
Rui Zhen ◽  
...  
Keyword(s):  
Primary School ◽  
Perceptual Fluency ◽  
Primary School Students ◽  
School Students ◽  
Intuitive Rule

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

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