Comparing Ability and Achievement in Three Academic Areas for Upper Elementary Gifted Students

1985 ◽  
Vol 8 (2) ◽  
pp. 149-154 ◽  
Author(s):  
James E. Whorton ◽  
Frances A. Karnes ◽  
Billye B. Currie
Keyword(s):  
Grade Level ◽  
Gifted Students ◽  
Fourth Grade ◽  
Upper Elementary ◽  
Classroom Strategies ◽  
Intellectually Gifted ◽  
Elementary Gifted ◽  
Males And Females ◽  
Achievement Levels

Discrepancies between ability and achievement were calculated for reading, spelling, and arithmetic for 64 intellectually gifted students in grades 4–6. Means were plotted for males and females. While no statistically significant differences were found between groups, females scored closer to their expected achievement levels than males, except at the fourth grade level in reading. The data are presented graphically and are discussed relative to classroom strategies.

Tracking Adiposity and Health-Related Physical Fitness Test Performances From Early Childhood Through Elementary School

2010 ◽  
Vol 22 (2) ◽  
pp. 231-244 ◽  
Author(s):  
Cathy S. McMillan ◽  
Loran D. Erdmann
Keyword(s):  
Elementary School ◽  
Early Childhood ◽  
Physical Fitness ◽  
Grade Level ◽  
Fourth Grade ◽  
Upper Elementary ◽  
Fifth Grade ◽  
Physical Fitness Test ◽  
Fitness Test ◽  
Health Related

This study tracked health-related physical fitness measurements in children, including sum of triceps and medial calf skinfolds, timed 1-mile run/walk, 1-min bent-knee sit-up, pull-up, and sit-and-reach values. Results are from 409 boys and 409 girls tested in kindergarten and fifth grade, also retaining their first, second, third, and fourth grade data. In separate gender analyses, Spearman’s rho correlations were significant (p < .001) for all grade level pair combinations for each variable. Five-yr tracking of adiposity and all health-related physical fitness measurements for boys and girls was generally moderate from early childhood to the upper elementary ages.

Attributional Choices for Academic Success and Failure by Intellectually Gifted Students

2006 ◽  
Vol 50 (4) ◽  
pp. 283-294 ◽  
Author(s):  
Susan G. Assouline ◽  
Nicholas Colangelo ◽  
Damien Ihrig ◽  
Leslie Forstadt
Keyword(s):  
Academic Success ◽  
Gifted Students ◽  
Intellectually Gifted

Accelerometry and Self-Report Are Congruent for Children’s Moderate-to-Vigorous and Higher Intensity Physical Activity

2021 ◽  
pp. 1-8
Author(s):  
Claudio R. Nigg ◽  
Xanna Burg ◽  
Barbara Lohse ◽  
Leslie Cunningham-Sabo
Keyword(s):  
Physical Activity ◽  
Repeated Measures ◽  
Vigorous Physical Activity ◽  
Fourth Grade ◽  
Assessment Method ◽  
Self Report ◽  
Upper Elementary ◽  
Upper Elementary School ◽  
Intensity Physical Activity

Purpose: This study used different analytic approaches to compare physical activity (PA) metrics from accelerometers (ACC) and a self-report questionnaire in upper elementary youth participating in the Fuel for Fun intervention. Methods: The PA questionnaire and ACC were assessed at baseline/preintervention (fall fourth grade), Follow-up 1/postintervention (spring fourth grade), and Follow-up 2 (fall fifth grade) of 564 fourth grade students from three elementary schools (50% females, 78% White, and 28% overweight or obese). Different analytic approaches identified similarities and differences between the two methods. Results: On average, self-report was higher than ACC for vigorous PA (range = 9–15 min/day), but lower than ACC for moderate PA (range = 24–30 min/day), light PA (range = 30–36 min/day), and moderate-to-vigorous physical activity (MVPA; range = 9–21 min/day). Spearman’s correlations for vigorous PA (.30, .26, and .32); moderate PA (.12, .13, and .14); and MVPA (.25, .25, and .24) were significant at each time point (all ps ≤ .01), whereas correlations for light PA were not significant (.06, .04, and .07; all ps > .05). In repeated-measures analyses, ACC and questionnaire measures were significantly different from each other across the three time points; however, change difference of the two measures over time was only 5.5 MVPA min/day. Conclusions: The PA questionnaire and ACC validated each other and can be used to assess MVPA in upper elementary school children in a similar population to the current study. However, each assessment method captures unique information, especially for light-intensity PA. Multiple PA measurement methods are recommended to be used in research and application to provide a more comprehensive understanding of children’s activity.

Sign in / Sign up

Export Citation Format

Share Document