The impact of school climate on trait creativity in primary school students: the mediating role of achievement motivation and proactive personality

Abstract Research evidence on traditional dance teaching has shown how important it is for primary school education to institute reforms and present new ways of intervention in order to contribute effectively to the overall development of the child's personality. The aim of this research is a) to demonstrate the effectiveness of a music and movement instructional program on traditional dance learning, in terms of primary school students patterns of self-reported positive learning experiences and active lesson participation and b) to examine its impact on students’ internal motivation to play and dance with a more enjoyable and creative mood. During a period of six months 80 students (34 boys and 46 girls) aged between 9-10 years old, took part in the research. They were divided into two groups, the experimental group (N = 40) and control group (N = 40). The experimental group was taught Greek traditional dances according to a Music and Movement teaching model, while the control group was taught the same dances with a direct teaching model. The impact of the two models on students’ motivation to participate actively during the lesson was tested with the use of the Intrinsic Motivation Inventory (IMI). The results showed that the use of Music and Movement teaching models can have a positive impact on students’ intrinsic motivation and active participation in the course of traditional dance.

Download Full-text

Externalizing behaviors and learning from text in primary school students: The moderating role of mood

Learning and Individual Differences ◽

10.1016/j.lindif.2015.08.023 ◽

2015 ◽

Vol 43 ◽

pp. 106-110 ◽

Cited By ~ 2

Author(s):

Sara Scrimin ◽

Lucia Mason ◽

Ughetta Moscardino ◽

Gianmarco Altoè

Keyword(s):

Primary School ◽

Externalizing Behaviors ◽

Primary School Students ◽

School Students ◽

Learning From Text ◽

Moderating Role

Download Full-text

Enhancing Students' Self-perceptions: The Impact of Programs and Teacher Feedback

Australian Journal of Guidance and Counselling ◽

10.1017/s103729110000265x ◽

2004 ◽

Vol 14 (1) ◽

pp. 34-47 ◽

Cited By ~ 1

Author(s):

Paul C. Burnett

Keyword(s):

Primary School ◽

Self Esteem ◽

Teacher Feedback ◽

Primary School Students ◽

School Students ◽

Self Perceptions ◽

Self Talk ◽

The Impact

This article describes a professional and research journey that has focussed on developing and evaluating programs and strategies which am, to enhance upper primary school students' self-percepttons, including self-esteem self-concepts and self-talk. The journey started with the development and evaluation of an 8-session program to enhance children's global self-esteem (Burnett, 1983; Ritchie & Burnett, 1985) and continued until an investigation of how teacher feedback can be used to enhance academic self-concepts, specifically in mathematics and reading (Burnett, 1999, 2003).

Download Full-text