scholarly journals Reliability and Validity of Healthy Lifestyle Behaviours Scale in Children

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
E E Öcal ◽  
M F Önsüz
Keyword(s):  
Physical Activity ◽  
Factor Analysis ◽  
Primary School ◽  
Healthy Lifestyle ◽  
Primary School Students ◽  
School Students ◽  
Environmental Cleaning ◽  
Lifestyle Behaviours ◽  
Confirmatory Factor ◽  
The Mean

Abstract Background Improving healthy behaviour from childhood could be beneficial both children and families and communities. The aim of the study was to develop the Healthy Lifestyle Behaviours Scale (HLBS) to determine the healthy lifestyle behaviours of primary school students. Methods This methodological study carried out in 521 primary school 4th grade students in two eco-schools in the 2019-2020 academic year. By using literature 120 questions was collected including nutrition, physical activity, hygiene, sleep, environmental cleaning, health responsibility and addiction sub-dimensions. After taking expert opinions, a scale that consists of 54 questions and scored as I agree:3, undecided:2, I disagree:1 and was created named HLBS. In order to evaluate the reliability of the scale, item total score correlation and internal consistency (Cronbach's alpha) analyzes and exploratory and confirmatory factor analysis were used for construct validity. Results Of the 52.8% students were male and their age ranges from 8-11, the mean was 9.5±0.5. After the scale development study, the scale consisted of 53 items and 7 sub-dimensions. The Cronbach's alpha coefficient of nutrition, physical activity, hygiene, sleep, environmental cleaning, health responsibility and addiction sub-dimensions were 0.87, 0.68, 0.85, 0.52, 0.76, 0.85 and 0.76, respectively. The variances of sub-dimensions in the scale ranged from 30.17% to 67.87%. The fit of scale and the fit index were found to be acceptable after confirmatory factor analysis. In the last form of the scale, the score that can be taken from scale range 53-159. It was accepted that by increasing of the score, healthy lifetsyles behaviours were increased. The mean score of the students was 141.39±16.21 and the median was 145.0. Conclusions HLBS was found to be a valid-reliable tool for assesing healthy lifestyle behaviours in primary school students. Key messages Health promotion is an issue that needs to be addressed from school age for developing healthy lifestyle behaviours. In the literature, HLBS seems the first scale about healthy lifestyle behaviours for children and needs to be tested in large groups of children.

FACTORS AFFECTING HOPELESSNESS LEVELS OF TURKISH PRETEENAGERS ATTENDING PRIMARY SCHOOL: A STRUCTURAL EQUATION MODEL

2008 ◽  
Vol 36 (1) ◽  
pp. 19-26 ◽  
Author(s):  
Veysel Yilmaz ◽  
Ayşe Sibel Turkum
Keyword(s):  
Factor Analysis ◽  
Primary School ◽  
Structural Equation Model ◽  
Educational Level ◽  
Structural Equation ◽  
Equation Model ◽  
Primary School Students ◽  
School Students ◽  
Factors Affecting ◽  
The Relationship

This study was designed to determine the factors affecting hopelessness about the future of 10–12-year-old Turkish primary school students. Firstly, descriptive factor analysis was applied in order to determine the factors affecting hopelessness levels, then a structural equation model (SEM) was utilized to describe the relationship between the specified factors and hopelessness; these relationships were tested by LISREL 8.54. The results indicated that the preteenagers' level of hopelessness was adversely affected by support received from parents and friends. The hopelessness level was also significantly affected by the preteenagers' positive self-definition and parents' educational level.

scholarly journals Physical Activity With Eduball Stimulates Graphomotor Skills in Primary School Students

2021 ◽  
Vol 12 ◽  
Author(s):  
Sara Wawrzyniak ◽  
Ireneusz Cichy ◽  
Ana Rita Matias ◽  
Damian Pawlik ◽  
Agnieszka Kruszwicka ◽  
...  
Keyword(s):  
Physical Activity ◽  
Academic Performance ◽  
Primary School ◽  
Writing Skills ◽  
Control Group ◽  
Primary School Students ◽  
School Students ◽  
Schooling Process ◽  
Experimental Group ◽  
Development Of Students

Despite the general agreement that the interdisciplinary model of physical education (PE), based on the incorporation of core academic subjects into the PE curriculum, stimulates the holistic development of students, there is still a lack of methods for its implementation. Therefore, Eduball was created, i.e., a method that uses educational balls with printed letters, numbers, and other signs. Numerous studies have shown that children participating in activities with Eduballs can develop their physical fitness while simultaneously improving their academic performance, particularly in math and language, including some writing skills. However, little is known about the effects of Eduball on children’s graphomotor skills, which are key for the academic performance of students throughout the entire schooling process. Here, we investigate whether 6-month participation in PE with Eduball stimulates graphomotor skills in primary school students, such as drawing prehandwriting letter patterns on unlined or lined paper and rewriting text on unlined or lined paper. Our results show that the Eduball class (N= 28) significantly improved these skills compared to the control class (N= 26) participating in traditional PE. For example, students from the experimental group wrote with a lower pen pressure and better stability of the line, in contrast to those from the control group. Therefore, this study demonstrates that the Eduball method successfully supports teachers in developing graphomotor skills in children. More broadly, our findings make clear once again that there is the need to integrate physical and cognitive development in education, which can be achieved by using an interdisciplinary model of PE.

scholarly journals Assessing the Functions of Non-Suicidal Self-Injury: Factor Analysis of Functional Assessment of Self-Mutilation among Adolescents

2019 ◽  
Author(s):  
Maryam Izadi-Mazidi ◽  
Hamid Yaghubi ◽  
Pavaneh Mohammadkhani ◽  
Hamidreza Hassanabadi
Keyword(s):  
Factor Analysis ◽  
High School Students ◽  
Functional Assessment ◽  
Age Of Onset ◽  
Cluster Sampling ◽  
School Students ◽  
Self Injury ◽  
Self Mutilation ◽  
Confirmatory Factor ◽  
The Mean

Objective: The aim of this cross sectional study was to assess the factor analysis of Functional Assessment of Self-Mutilation (FASM) among Iranian adolescents with non-suicidal self-injury. Method: In this study, 646 high school students, with the mean age of 16.55 ± 0.7, were selected using a multistage cluster sampling method; they completed FASM and the demographic form. Data were analyzed using the descriptive statistics, chi-square (χ2), independent sample t test, MANOVA, and confirmatory factor analyses (CFA). Results: Of the participants, 178 reported at least 1 episode of NSSI during the previous year. The mean age of the participants when they first harmed themselves was 14.64 (±1.71). Most of them reported to engage in NSSI impulsively (39.32%) and experienced little (31.5%) or moderate physical pain (31.5%) There were no significant differences between males and females in severity of NSSI, frequency of NSSI, thinking about NSSI prior to engaging in the act, and age of onset. The results of the confirmatory factor analysis supported the 4-factor model of NSSI functions suggested by Nock and Prinstine [Χ2/df = 1.84; RMSEA = 0.07; GFI = 0.82; AGFI = 0.77]. The most frequent function for engaging in NSSI was Automatic Negative Reinforcement. Conclusion: Findings of this study supported the structural validity of the FASM; thus, this tool can be useful in treatment and research contexts as a measure of NSSI functions. Moreover, this study found that adolescents engage in non-suicidal self-injury because of 4 distinct reinforcement processes. The study findings have important implications for the assessment and treatment of NSSI.

A school excursion to a museum can promote physical activity in children by integrating movement into curricular activities

2017 ◽  
Vol 25 (1) ◽  
pp. 35-47 ◽  
Author(s):  
Lærke Mygind ◽  
Tine Kryger ◽  
Gry Sidenius ◽  
Jasper Schipperijn ◽  
Peter Bentsen
Keyword(s):  
Physical Activity ◽  
Primary School ◽  
Sedentary Time ◽  
School Curriculum ◽  
Primary School Students ◽  
Light Physical Activity ◽  
School Students ◽  
Regular School ◽  
Institutional Settings ◽  
School Day

Since children spend a large proportion of their time in institutional settings such as schools, health promotion researchers have identified this as an important setting to promote physical activity (PA). Apart from physical education, PA could be integrated into the school curriculum in other ways. Therefore, the aim of this study was to examine whether a school excursion to a museum can increase primary school students’ PA and reduce sedentary time. One hundred and ten primary school students aged 12–13, from three Danish schools, wore accelerometers for four consecutive days, of which one consisted of an excursion day to a museum. While an increase in light physical activity and reduction in the amount of sedentary time was observed, students did not spend more time in moderate to vigorous PA (MVPA) during the visit to the museum than on a regular school day. However, over the full excursion day, the students accumulated more MVPA. One school used active transportation to and from the museum, which contributed to significantly more MVPA compared to the other schools. An excursion to a museum significantly reduced sedentary time, but was in itself not sufficient to increase MVPA.

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