GENDER DIFFERENCES IN INTELLIGENCE OF 5- TO 11-YEAR-OLDS ON THE COLOURED PROGRESSIVE MATRICES IN EGYPT

2018 ◽  
Vol 51 (1) ◽  
pp. 154-156
Author(s):  
Khaled Elsayed Ziada ◽  
Hanaa Abdelazim Mohamed Metwaly ◽  
Salaheldin Farah Bakhiet ◽  
Helen Cheng ◽  
Richard Lynn
Keyword(s):  
Gender Differences ◽  
Primary School ◽  
School Children ◽  
Primary School Children

SummaryThis study was based on data for a sample of 1756 Egyptian primary school children (863 boys and 893 girls) aged 5–11 years assessed for intelligence with Raven’s Coloured Progressive Matrices (CPM). The results showed that boys obtained a slightly higher IQ than girls and had greater variance.

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 The impact of COVID-19 on physical activity behaviour in Italian primary school children: a comparison before and during pandemic considering gender differences

2022 ◽  
Vol 22 (1) ◽  
Author(s):  
Laura Dallolio ◽  
Sofia Marini ◽  
Alice Masini ◽  
Stefania Toselli ◽  
Rita Stagni ◽  
...  
Keyword(s):  
Physical Activity ◽  
Gender Differences ◽  
Primary School ◽  
School Children ◽  
Vigorous Physical Activity ◽  
Physical Activity Behaviour ◽  
Primary School Children ◽  
World Health ◽  
Long Term Effects ◽  
The Impact

Abstract Background The World Health Organization stated an average of 60 min of Moderate to Vigorous Physical Activity (MVPA) that children should accumulate every day. Nevertheless physical inactivity is growing and, due to restrictions imposed during pandemic, PA levels of children might be more negatively affected. The study aimed to analyse the impact of COVID-19 on the PA of an Italian sample of primary school children by comparing it before and during COVID-19 considering gender differences. Methods A pre-post analysis (October 2019–January 2021) was conducted using a randomized sample (N = 77) from the I-MOVE study settled in an Italian primary school. Both objective (Actigraph accelerometers) and self-reported (PAQ-c questionnaires) assessments of PA were performed. Changes were compared using T-Student and Chi-Square test. Gender differences were calculated using Anova. Results Weekly and daily minutes time spent in MVPA significantly decreased respectively by − 30.59 ± 120.87 and − 15.32 ± 16.21 from before to during pandemic while the weekly time spent in sedentary behaviour increased (+ 1196.01 ± 381.49). PAQ-c scores followed the same negative trend (− 0.87 ± 0.72). Boys seem to have suffered more than girls from the imposed restrictions. Conclusion These findings outline the need for strategies to promote PA and reduce sedentary behaviours in children to prevent COVID-19 restriction long-term effects.

Gender differences in discrimination emerge early in life: Evidence from primary school children in a bilingual city

2017 ◽  
Vol 152 ◽  
pp. 15-18 ◽  
Author(s):  
Silvia Angerer ◽  
E. Glenn Dutcher ◽  
Daniela Glätzle-Rützler ◽  
Philipp Lergetporer ◽  
Matthias Sutter
Keyword(s):  
Gender Differences ◽  
Primary School ◽  
School Children ◽  
Primary School Children

scholarly journals Diferencias en función del género en la puntería y atrape en niños de Educación Primaria (Gender differences in aiming and catching skills in primary school children)

Retos ◽  
2016 ◽  
pp. 35-38
Author(s):  
Irene Bravo ◽  
Josune Rodríguez-Negro ◽  
Javier Yanci Irigoyen
Keyword(s):  
Gender Differences ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Educación Primaria ◽  
Los Grupos

Los objetivos de este estudio fueron describir las habilidades de puntería y atrape en estudiantes de Educación Primaria, analizar las diferencias en función del género (chicos y chicas) en cada curso (1º-6º curso) y estudiar las asociaciones existentes entre ambas habilidades. En este estudio participaron 394 estudiantes (201 chicos y 193 chicas) de entre seis y 11 años de edad. Las pruebas que se utilizaron para evaluar las habilidades de puntería y atrape pertenecían a la batería MABC-2. Los resultados mostraron diferencias significativas entre chicos y chicas en puntería en el grupo G2º (siete años) y en atrape en los grupos G4º y G5º (nueve y 10 años respectivamente). Respecto a las asociaciones entre las habilidades de puntería y atrape, se han obtenido correlaciones significativas pero moderadas tanto en el total de participantes, como en el grupo de chicos y en el de chicas por separado. Sin embargo, en función de la edad no se han hallado asociaciones entre las dos habilidades en los grupos G1º y G2º (seis y siete años respectivamente), pero si a partir del G3º. El género podría ser un elemento que influye en las habilidades de puntería y atrape. Por otro lado, a pesar de que existe una asociación entre ambas habilidades a partir de los ocho años de edad, la ausencia de asociación en los grupos de seis y siete años puede ser debido a que estas habilidades en estas edades aún no están completamente afianzadas.Abstract. The aims of this study were to analyze the aiming and catching skills in primary school children, to explore the differences between boys and girls by year (1st-6th), and to study the associations between both skills. A total of 394 children (201 boys and 193 girls), between six and 11 years old, were included in the study. The tests used to assess aiming and catching skills belong to the MABC-2 battery. Results show significant differences between boys and girls in aiming in group G2º (seven years old) and in catching in groups G4º and G5º (nine and 10 years old). Regarding relationships between aiming and catching skills, significant though moderate correlations were obtained considering the whole sample, as well as boys and girls separately. Nevertheless, analyzing by age we did not find any association between the two skills in groups G1º and G2º (six and seven years old), whereas differences were highlighted from G3º on. Gender might be an element that influences aiming and catching skills. Moreover, lack of associations in six- and seven-year-old groups might be due to the fact that these skills are not yet fully consolidated at this age.

scholarly journals GENDER DIFFERENCES IN LEARNING MOTOR SKILLS FOLLOWING A VIDEO DEMONSTRATION IN PRIMARY SCHOOL CHILDREN

2020 ◽  
pp. 283
Author(s):  
Tihomir Vidranski ◽  
Ivan Vrbik ◽  
Goran Sporiš ◽  
Ivana Arsić ◽  
Nenad Stojiljković
Keyword(s):  
Gender Differences ◽  
Primary School ◽  
Motor Skills ◽  
School Children ◽  
Primary School Children ◽  
Skills Assessment ◽  
Assessment Protocol ◽  
The Difference ◽  
Video Demonstration ◽  
Initial Measurement

The first aim of the study was to determine if there are significant gender differences in newly applied motor skills tests in primary-school children concerning the protocol applied. The second aim was to determine how the newly implemented protocol using a video demonstration of the task affects the differences in outcome between boys and girls compared to the standard motor skills assessment protocol without a video demonstration. The total number of participants was 327, consisting of 186 boys and 141 girls aged 10.5 years. The students were divided into two subgroups based on the protocol applied. The sample of variables consisted of four motor skills assessment tests: the shuttle-run, partial curl-up, 90° push-ups, back-saver sit-and-reach (right and left leg) tests. A three-factor variance analysis investigated the effects of protocol and gender on the result in each test. Statistically significant differences between boys and girls were obtained in the initial measurement and after applying the protocols in the mentioned tests. In the back-saver sit-and-reach (right leg) test, the difference was not significant in the initial measurement with the standard protocol, while it was significant after it was applied. In the curl-up test, there were no differences in scores between boys and girls when using both protocols. Differences in the outcomes after the application of the video demonstration protocol were evident in both genders, and a markedly significant increase occurred in the application of the tests 90° push-ups and curl-up tests, which assess strength.

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