scholarly journals Exploring occupational aspirations of school-age children by fluid intelligence, gender and grade

2021 ◽  
Author(s):  
Łukasz Nikel
Keyword(s):  
Higher Education ◽  
Career Development ◽  
Grade Level ◽  
Fluid Intelligence ◽  
Fourth Grade ◽  
Occupational Aspirations ◽  
School Age Children ◽  
School Age ◽  
Intellectual Abilities ◽  
Education Aspirations

AbstractThe present study explored the occupational aspirations of school-age children (N = 394) comparing differences by gender, level of intelligence and grade level. Results indicated that girls’ aspirations were more realistic, intrinsically motivated, prosocial and inclusive of higher education than those of boys. Moreover, a higher level of intelligence only from the fourth grade and 10 years of age was associated with higher education aspirations. These results suggest that in choosing occupational aspirations, children from the fourth grade (aged 10–11) may begin to be guided by intellectual abilities. The contribution of these results to career development theories is discussed.

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

Relationships among Handedness, Intelligence, Sex, and Reading Achievement of School Age Children

1973 ◽  
Vol 37 (1) ◽  
pp. 159-162 ◽  
Author(s):  
James F. Keller ◽  
James W. Croake ◽  
Carolyn Riesenman
Keyword(s):  
Reading Achievement ◽  
Grade Level ◽  
Significant Interaction ◽  
School Age Children ◽  
School Age

The present study sampled 277 boys and girls, Grades 3 to 12, to determine the interaction among handedness, sex, intelligence, and reading achievement. When controlling for IQ, grade level, handedness, and sex there were no significant differences in mean reading achievement. When controlling for sex, handedness, and grade level there were no significant differences in mean IQs. Significant interaction was found between IQ and reading achievement, correlations between IQ and reading achievement among left-handers were significantly lower than among right-handers.

scholarly journals Disparities in Educational Access in the Time of COVID: Evidence From a Nationally Representative Panel of American Families

AERA Open ◽  
2021 ◽  
Vol 7 ◽  
pp. 233285842110413
Author(s):  
Shira K. Haderlein ◽  
Anna Rosefsky Saavedra ◽  
Morgan S. Polikoff ◽  
Daniel Silver ◽  
Amie Rapaport ◽  
...  
Keyword(s):  
Grade Level ◽  
Learning Opportunities ◽  
School Age Children ◽  
School Age ◽  
School Year ◽  
Technology Instruction ◽  
Race Ethnicity ◽  
Nationally Representative ◽  
K 12 ◽  
Shed Light

We use data collected between April 2020 and March 2021 from the Understanding America Survey, a nationally representative internet panel of approximately 1,450 households with school-age children, to document the access of American households to K–12 education during the COVID-19 crisis. We also explore disparities by parent race/ethnicity, income, urbanicity, partisanship, and grade level (i.e., elementary school vs. middle/high school). Results shed light on the vectors of inequality that occurred throughout the pandemic in access to technology, instruction, services (e.g., free and reduced-price meals), and in-person learning opportunities. Our work highlights the equity implications of the pandemic and suggests the importance of encouraging widespread in-person learning opportunities and attendance by the beginning of the 2021–2022 school year for addressing COVID-19’s educational effects.

Mothers’ depressive symptoms and their children’s Turkish heritage language vocabulary development

2017 ◽  
Vol 23 (1) ◽  
pp. 71-86 ◽  
Author(s):  
Jessica A Willard ◽  
Carol Scheffner Hammer ◽  
Dana Bitetti ◽  
Lauren M Cycyk ◽  
Birgit Leyendecker
Keyword(s):  
Depressive Symptoms ◽  
Language Development ◽  
Heritage Language ◽  
Vocabulary Development ◽  
Fourth Grade ◽  
Sixth Grade ◽  
Receptive Vocabulary ◽  
School Age Children ◽  
School Age ◽  
Educational Professionals

Aims: This study examined associations between mothers’ depressive symptoms and the Turkish heritage vocabulary of their school-age children. We expected that mothers’ depressive symptoms would be associated with lower Turkish vocabulary scores in fourth grade as well as slower growth in vocabulary scores from fourth to sixth grade. Design: We collected longitudinal data on 139 mothers of Turkish origin in Germany and their children in fourth, fifth, and sixth grade. Mothers reported on the level of their depressive symptoms, and children were administered a Turkish receptive vocabulary test. Analysis: Data were analyzed with growth curve modeling. Findings and conclusions: Mothers’ depressive symptoms were not significantly associated with children’s vocabulary in fourth grade. However, mothers’ depressive symptoms did predict slower growth in children’s vocabulary from fourth to sixth grade. The higher a mother’s depressive symptoms score, the slower the growth of her child’s Turkish vocabulary. Originality: To our knowledge, this is the first study to examine the association between mothers’ depressive symptoms and their children’s vocabulary development during the school-age years, and the second to examine it for heritage language development. Significance and implications: Our findings suggest that mothers’ depressive symptoms may be one risk factor limiting parents in successfully passing on the heritage language to their children, even during school-age. Families as well as medical, psychological, and educational professionals should be made aware of the role of mothers’ depressive symptoms in their children’s language development.

scholarly journals PENGGUNAAN GADGET YANG TEPAT BAGI ANAK USIA SEKOLAH DI SEKOLAH DASAR St. YOSEPH III KOTA KUPANG

2021 ◽  
Vol 3 (1) ◽  
pp. 5-8
Author(s):  
Maryati Agustina Barimbing
Keyword(s):  
Health Education ◽  
Psychological Health ◽  
Grade Level ◽  
Modern Technology ◽  
School Age Children ◽  
School Age ◽  
Know How ◽  
Service Activity ◽  
Physical And Psychological Health ◽  
Educational Videos

In this globalization era, everyone uses gadgets with modern technology such as laptops, computer, tablets, smarthphones and others. Interesting things of gadgets such as social media and online games make gadgets are nedded for all of ages including school-age children. More fun of gadgets activity makes school-age children play gadgets more than two hours a day. Excessive intensity is very dangerous because dependence of gadgets affects intellectual and emotional intelligence, decreased focus on learning, does not do homework, and unable to manage time for others things. More severe impact is the risk of mental disorders. The aim of this community service activity was that students know how to use gadgets correctly and avoid gadgets abuse. The provision of health education was carried out directly to the students in St. Yoseph III Elementary School. Media used are educational videos, posters and leaflets. Students were divided into several groups based on grade level. After providing health education, we evaluated the students’knowledge. The result showed that 65% of students understood the health education and 55% gave positive feedback. It is very important for students to understanding the correct use of gadgets, so that students do not dependence of gadgets which has impact on physical and psychological health problems and does not interfere students’learning processes. Therefore, it is recommended that parents and teachers can monitor the use og gadgets and guide children on how to use gadgets properly both at home and at school.     Key Words: Gadgets, School-age children

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