Exploring the Efficacy of a School-based Mindful Yoga Program on Socioemotional Awareness and Response to Stress among Elementary School Students

2021 ◽  
Author(s):  
S. Reid ◽  
R. A. Razza
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Students ◽  
School Based ◽  
Response To Stress

scholarly journals ANALISIS SIKAP PEDULI LINGKUNGAN SISWA SD NEGERI 184 PEKANBARU

2019 ◽  
Vol 8 (2) ◽  
pp. 139
Author(s):  
Hadi Gunawan ◽  
Guslinda Guslinda
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
School Environment ◽  
School Level ◽  
School Students ◽  
Public Elementary School ◽  
Descriptive Research ◽  
School Based ◽  
Quantitative Descriptive ◽  
Research Type

The background of this research is the importance of the attitude of caring for the environment that is planted early on starting from the elementary school level. The purpose of this study is to find out how the attitude of caring for students' environment in 184 Pekanbaru Elementary School. This research is quantitative descriptive research type. This research was conducted at 184 Pekanbaru Elementary School. Based on the results of research assessed from 6 indicators, namely cleaning toilets, cleaning trash cans, cleaning the school environment, beautifying classrooms and schools with plants, participating in maintaining parks in schools and participating in maintaining environmental cleanliness. Based on the results of the study showed that 184 Pekanbaru Public Elementary School students have a very caring attitude towards the environment with an acquisition value of 89.02 in the very caring category

Comparison of the Effect of Traffic Park-Based and School-Based Educational Interventions on Safe Road Crossing in Yazd Elementary School Students

2021 ◽  
pp. 0272684X2110049
Author(s):  
Asma Zare ◽  
Abbas Ali Dehghanitafti ◽  
Zohreh Rahaei ◽  
Sara Jambarsang ◽  
Marzieh Tolide
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Traffic Accidents ◽  
Educational Interventions ◽  
School Students ◽  
School Based ◽  
Significant Difference ◽  
Scientific Practical ◽  
Road Crossing ◽  
Safe Road

Introduction Traffic accidents are one of the most important health problems that cause many deaths every year. Scientific-practical interventions are needed to prevent traffic accidents. This study aimed to compare the effectiveness of traffic-based and school-based interventions on the safe road crossing in Yazd elementary school students. Methods This interventional study was conducted on 132 students (66 males and 66 females) in two groups of school-based and traffic park-based intervention. A questionnaire was used to determine the safe crossing behavior score. Then, an educational intervention was administered to both groups. Two months after the intervention, safe crossing behavior was evaluated in both groups. Finally, the data were analyzed using SPSS software version 22. Results In both groups, the score of safe crossing behavior was significantly increased after the intervention. The school-based group had significantly better behaviors compared to the traffic park-based group (P=0.001). There was a significant difference in the mean score of behavior between males and females and the intervention had a greater effect on female students (P=0.017). Conclusion Educational interventions and especially school-based intervention can be effective in improving the students' safe crossing behaviors.

scholarly journals Child Avoidance of Anxiety-Provoking Situations in the Classroom and Teacher Accommodation

2021 ◽  
pp. 1-11
Author(s):  
Golda S. Ginsburg ◽  
Jeffrey E. Pella ◽  
Anneliese DeVito ◽  
Grace Chan
Keyword(s):  
Elementary School ◽  
Academic Performance ◽  
Elementary School Students ◽  
Reading Aloud ◽  
School Students ◽  
White Children ◽  
Additional Training ◽  
School Based ◽  
Training And Research

Abstract This study examined: (1) school-based avoidance among students with problematic anxiety, (2) teachers’ levels of accommodation of avoidant behaviour, and (3) the relation between teacher accommodation and student avoidance and anxiety. Participants included 31 elementary school students with problematic anxiety (mean age = 7.7 years; range 5–11; 58% female; 71% White) and their teachers (mean age = 41.1 years; 100% female; 100% White). Children completed interviews about their anxiety, and teachers reported on students’ avoided situations and completed a questionnaire about their own use of accommodation. Results indicated that the most commonly avoided situations involved individual and group academic performance (e.g., reading aloud in front of class). All teachers engaged in some form of accommodating behaviour more than one day a week (e.g., assisted a student in avoiding things that might make him/her more anxious), and teachers who reported engaging in more accommodating behaviours had students with higher avoidance and anxiety. Findings suggest that additional training and research on teachers’ behaviours that maintain and/or reduce anxiety via reducing accommodating behaviours appears warranted.

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