Academically Unpredictable School Children: Their Attitudes Toward School Subjects

1984 ◽  
Vol 77 (5) ◽  
pp. 273-276 ◽  
Author(s):  
Herbert C. Richards ◽  
Donna Gaver ◽  
Heidi Golicz
Keyword(s):  
School Children ◽  
Attitudes Toward School ◽  
School Subjects

Attitudes toward Computers: Validation of a Computer Attitudes Scale

1987 ◽  
Vol 3 (2) ◽  
pp. 207-218 ◽  
Author(s):  
George G. Bear ◽  
Herbert C. Richards ◽  
Paul Lancaster
Keyword(s):  
Pilot Study ◽  
Rural Schools ◽  
Item Analysis ◽  
Computer Attitudes ◽  
Attitudes Toward Computers ◽  
Attitudes Toward School ◽  
School Subject ◽  
Career Plans ◽  
School Subjects ◽  
Preliminary Version

A preliminary version of a scale to measure attitudes toward computers, the Bath County Computer Attitudes Scale (BCCAS), was developed and piloted on 398 students in grades 4 through 12 who were attending three rural schools in western Virginia. This instrument consisted of thirty-eight Likert items. The scale was judged to be unidimensional and internally consistent. With the aid of an item analysis, the number of items was reduced to twenty-six. The revised BCCAS was administered to 551 students whose demographic make-up was similar to those who participated in the pilot study. The BCCAS scores were found to be predictably related to computer experience and usage, educational and career plans, choice of favorite school subject, and attitudes toward school subjects. In general, the data supported the validity of the BCCAS as a measure of computer attitudes.

scholarly journals Intrinsic, identified, and controlled types of motivation for school subjects in young elementary school children

2010 ◽  
Vol 80 (4) ◽  
pp. 711-735 ◽  
Author(s):  
Frédéric Guay ◽  
Julien Chanal ◽  
Catherine F. Ratelle ◽  
Herbert W. Marsh ◽  
Simon Larose ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
School Subjects

Attitudes toward School as Related to Nongrading and Intelligence

1973 ◽  
Vol 33 (3) ◽  
pp. 739-742 ◽  
Author(s):  
Jack M. Hicks ◽  
Kay T. Edwards ◽  
Arnold D. Sgan
Keyword(s):  
Elementary Schools ◽  
Analysis Of Variance ◽  
School Children ◽  
Significant Interaction ◽  
Attitudes Toward School ◽  
Clear Cut ◽  
Public Elementary Schools ◽  
Average Intelligence ◽  
Better Than

This investigation compared attitudes toward school of nongraded and graded school children. Participants were 117 pupils enrolled in two public elementary schools in the same district. Both above and below average intelligence groups were represented. An analysis of variance showed that brighter children liked school better than less bright children. There was also a significant interaction reflecting more favorable attitudes in nongraded than in graded schools for less intelligent pupils but less favorable attitudes in nongraded than in graded schools for more intelligent pupils. It was speculated that more clear-cut symptoms of recognition provided by graded programs enhanced morale for brighter pupils but lowered morale for less bright pupils.

Effects of Life Skill Training on the School Violence Attitudes and Behavior Among Elementary School Children

2020 ◽  
pp. 105984052093418
Author(s):  
Jae Yeon Lee ◽  
Ok Kyung Ham ◽  
Hyun Soo Oh ◽  
Eun Jin Lee ◽  
Young Ko ◽  
...  
Keyword(s):  
Elementary School ◽  
School Violence ◽  
School Children ◽  
Elementary School Children ◽  
Rating Scale ◽  
Skill Training ◽  
Control Group ◽  
Life Skill ◽  
Attitudes Toward School ◽  
Significant Difference

This study evaluated a life skill training program on school violence given to elementary school children. A quasi-experimental study was conducted, and a 12-week intervention was implemented targeting 70 students aged between 10 and 11 years. The instruments included peer competency, attitudes toward school violence, experience of school violence, and the Self-Control Rating Scale. The data were analyzed using repeated measure analysis of variance. A significant difference was observed between the groups over time on peer competency ( F = 4.17, p = .020), attitudes toward school violence ( F = 6.02, p = .004), and violence experience as a victim ( F = 3.49, p = .036) and as a perpetrator ( F = 3.87, p = .026). In the experimental group, the mean scores for peer competency increased compared to the control group, whereas school violence experience decreased at the posttests. A 12-week program of life skill training offered to children was effective in promoting peer competency and attitudes toward school violence, while decreasing the experience of school violence.

Fitness, Attitude toward Physical Education, and Self-Concept of Elementary School Children

1989 ◽  
Vol 69 (2) ◽  
pp. 411-414 ◽  
Author(s):  
Claudine Sherrill ◽  
Omar Holguin ◽  
Alma Jean Caywood
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
School Children ◽  
Elementary School Children ◽  
Self Concept ◽  
Scale Analysis ◽  
Physical Fitness Test ◽  
School Subjects ◽  
Attitude Inventory ◽  
Pearson Correlations

Elementary school children scoring in the highest and lowest 26% or 27% of their classes on the Texas Physical Fitness test were compared for attitude toward physical education and self-concept. Data were collected on the Children's Attitude Inventory Toward Physical Education, a Game of Pairs for Preferences Among School Subjects, and the Children's Self-concept Scale. Analysis of variance indicated significant differences on all tests between boys high in fitness, girls high in fitness, boys low in fitness, and girls low in fitness. Subsequent Scheffé tests indicated that highly fit girls had significantly higher attitude and self-concept scores than boys low in fitness. Highly fit boys had higher self-concepts than boys low in fitness. No other group comparisons were significant. Pearson correlations indicated nonsignificant associations between fitness and attitude and self-concept for the four groups.

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