scholarly journals Survey datasets on the externalizing behaviors of primary school pupils and secondary school students in some selected schools in Ogun State, Nigeria

Data in Brief ◽  
2017 ◽  
Vol 13 ◽  
pp. 469-479 ◽  
Author(s):  
Sheila A. Bishop ◽  
Enahoro A. Owoloko ◽  
Hilary I. Okagbue ◽  
Pelumi E. Oguntunde ◽  
Oluwole A. Odetunmibi ◽  
...  
2004 ◽  
Vol 26 (3) ◽  
pp. 52-54
Author(s):  
Sheila Dargan

Although it is relatively easy to get primary school pupils excited about science, extracting a comparable level of enthusiasm from secondary school students is much more challenging. Over the past 15 years, the number of pupils sufficiently qualified to enter science A-levels has almost tripled, but unfortunately this has not been mirrored in the numbers electing to take their scientific education beyond GCSE or equivalent level.


2013 ◽  
Vol 23 (2) ◽  
pp. 157-171 ◽  
Author(s):  
Leanne Lester ◽  
Stacey Waters ◽  
Donna Cross

During the transition from primary to secondary school, students typically experience a new social environment, moving from primary school with small intact classes throughout the day with one main teacher, to a larger secondary school with teachers, classrooms and often classmates changing throughout the day. During this time, students report a reduced sense of connectedness, which has been associated with symptoms of depression and anxiety. This study investigated the temporal association between feeling connected to school and mental health prior to and over the transition period. Data were obtained from 3,459 students in a longitudinal study of adolescents’ knowledge, attitudes and experiences of bullying victimisation and perpetration during the transition from primary school to secondary school. Students completed a questionnaire at four time points from Grade 7 to the end of Grade 9. Path analysis was used to model relationships between school connectedness, depression and anxiety. The findings suggest reciprocal relationships between connectedness and mental health where increased connectedness to school is associated with decreased depression and anxiety; conversely, increased depression and anxiety is associated with decreased connectedness to school. The significant reciprocal associations found in the cross-lag models in the first two years of secondary school indicate the need to intervene during the transition period to improve students’ social and mental health outcomes.


2011 ◽  
Vol 1 (4) ◽  
pp. 85-97 ◽  
Author(s):  
Ufuk Karakuş ◽  
Osman Çepni ◽  
Bahadır Kılcan

The purpose of this study is to indicate primary school students' views on changes in the socioeconomic and cultural structures of population, which stem from touristic activities. The ffects of variables on these views will be tested in the study. 676 primary school students of sixth, seventh, and eighth grade in Safranbolu, Karabük participated in the study. Data were collected by 5-point Likert type questionnaire developed by Özüpekçe (2008). Results mirrored that students' views on touristic activities were generally positive. It was also seen that students' views differed significantly according to the variables such as school's geographic position, students' grades, and families' economic status.


2019 ◽  
Vol 5 (3) ◽  
pp. 283-300
Author(s):  
Jake McMullen ◽  
Kaisa Kanerva ◽  
Erno Lehtinen ◽  
Minna M. Hannula-Sormunen ◽  
Noona Kiuru

The present study aims to examine inter-individual differences in adaptive number knowledge in secondary school students. Adaptive number knowledge is defined as a well-connected network of knowledge of numerical characteristics and arithmetic relations. Substantial and relevant qualitative differences in the strategies and expression of adaptive number knowledge have been found in primary school students still in the process of learning arithmetic. We present a study involving 879 seventh-grade students that examines the structure of individual differences in adaptive number knowledge with students who have completed one year of algebra instruction. Results of a latent profile analysis reveal a model that is similar than was previously found in primary school students. As well, arithmetic fluency and the development of arithmetic fluency are strong predictors of adaptive number knowledge latent profile membership. These results suggest that adaptive number knowledge may be characteristic of high-level performance extending into secondary school, even after formal instruction with arithmetic concludes.


Author(s):  
Andreas Bauer ◽  
Gemma Hammerton ◽  
Jisu Park ◽  
Joseph Murray ◽  
Yoonsun Han ◽  
...  

AbstractNeighbourhood collective efficacy has been proposed as a protective factor against family violence and youth antisocial behaviour. However, little is known about its impact on parent and child behaviour in non-Western countries. Using data from two population-based prospective cohorts from South Korea, including primary school students aged 10–12 years (N = 2844) and secondary school students aged 15–17 years (N = 3449), we examined the interplay between collective efficacy, family violence, and youth antisocial behaviour, and whether effects vary by SES. In a first series of models, in both samples, higher levels of collective efficacy were associated with lower levels of family violence, whereas higher levels of family violence were associated with higher levels of youth antisocial behaviour. There was no direct effect of collective efficacy on youth antisocial behaviour; however, there was an indirect effect via family violence. Although these effects were more pronounced in low SES children, there was no evidence of moderation by SES. In a second series of models, in primary school students, collective efficacy was not associated with youth antisocial behaviour. However, there was a direct effect of collective efficacy on family violence, even after adjusting for youth antisocial behaviour. Again, there was no evidence of moderation by SES. In secondary school students, the pattern of results was less consistent, however, again, suggesting more pronounced effects of collective efficacy in low SES children. The findings suggest that collective efficacy may influence family violence more directly, whereas youth antisocial behaviour may be affected more indirectly through the family environment.


2021 ◽  
Vol 70 (2) ◽  
pp. 177-196
Author(s):  
Dubravka Kuščević

A nation’s cultural and natural heritage is the wealth of the people it belongs to and one of the key elements for the creation of national identity and affirmation in the process of globalization. The aim of our study was to examine the attitudes, knowledge and thoughts of primary and secondary school students related to natural and cultural heritage. A total of 322 respondents from primary and secondary schools in Split-Dalmatia County, Šibenik-Knin County, and Zagreb County participated in the research. Our results indicate that secondary school students show better knowledge of cultural and natural heritage of their homeland and a higher degree of interest in learning about these contents than students in the final grades of primary school. Moreover, secondary school students more than primary school students recognize the value of attaching importance to these topics within the work of educational institutions and in various school subjects. In addition, secondary school students expressed a greater awareness of the importance of preserving cultural heritage and its connection with the development of the economy and the preservation of national identity compared to primary school students. No differences were found among students in terms of the impact of cultural heritage on encouraging their creativity, but it was shown that more frequent visits to archaeological institutions were associated with a higher interest in heritage-related content.


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