A Developmental View of Children's Behavioral Tolerance

1985 ◽  
Vol 10 (2) ◽  
pp. 87-94 ◽  
Author(s):  
Joan S. Safran ◽  
Stephen P. Safran
Keyword(s):  
Problem Behaviors ◽  
Grade Level ◽  
Specific Problem ◽  
Sixth Graders ◽  
Future Research ◽  
Behavioral Tolerance ◽  
Older Children ◽  
Behaviorally Disordered ◽  
Grade Levels ◽  
Grade Level Differences

The purpose of this study was to assess children's tolerance of specific problem behaviors and to determine if differences in grade levels existed. The Children's Tolerance Scale (CTS) was completed by 469 third to sixth graders. A one-way multivariate analysis of variance yielded significant grade level differences (p < .001), with older children generally the most tolerant. The more outer-directed behaviors (Negative Aggressive and Poor Peer Cooperation) were rated as most disturbing. Implications for mainstreaming behaviorally disordered students and future research are discussed.

Assessing Teacher Manageability: A Factor Analytic Approach

1988 ◽  
Vol 13 (4) ◽  
pp. 245-252 ◽  
Author(s):  
Stephen P. Safran ◽  
Joan S. Safran ◽  
Robert S. Barcikowski
Keyword(s):  
Principal Component Analysis ◽  
Statistical Analysis ◽  
Problem Behaviors ◽  
Principal Component ◽  
Analytic Approach ◽  
Future Research ◽  
Maladaptive Behaviors ◽  
Varimax Rotation ◽  
Behaviorally Disordered ◽  
Factor Analytic

An ecologically valid appraisal of students' problem behaviors must include assessment of the teacher's role as perceiver on various levels. This study analyzes the teacher manageability construct, examining educators' beliefs about their ability to manage 39 generally maladaptive behaviors within their own classroom. To address measurement limitations of previous investigations (including nonfactor analytic clustering of behaviors), a principal component analysis followed by a varimax rotation was administered on teacher manageability ratings (N = 182). This statistical analysis yielded nine component subtests (the Teacher Manageability Scale) and demonstrated that by changing the method used to group behaviors, you also modify the structure of a teacher checklist. Lack of Communication was identified as the most difficult behavior to manage. Implications for professionals working with students identified as behaviorally disordered and for future research are discussed.

Enhancing Rural Students1 Attitudes Toward Peers with Disabilities: A Comparison of Interventions

1994 ◽  
Vol 13 (2) ◽  
pp. 34-40 ◽  
Author(s):  
Clifford Baker ◽  
Harvey Rude ◽  
Gary Sasso ◽  
Mel Weishahn
Keyword(s):  
Student Attitudes ◽  
Sixth Graders ◽  
Second Grade ◽  
Future Research ◽  
Rural School Districts ◽  
Grade Levels ◽  
The Disabled ◽  
Post Test ◽  
Acceptance Scale ◽  
The Impact

This study investigated the impact of two widely used commercial programs designed to increase peer understanding and acceptance of elementary school-aged handicapped students. Second, fourth, and sixth graders from six rural school districts were used in the study. The Better Understanding of Disabled Youth (BUDY) program and the Lets Meet the New Kids on the Block (KOB) program were two treatments employed to determine whether positive gains in attitudes toward the disabled could be systematically attained. Furthermore, the two programs were compared to see if one was more effective in this regard. By employing an adaptation of the Acceptance Scale (Voeltz, 1981) as both a pre-test and post-test measure, changes in student attitudes were documented on a variety of survey items. While a variety of variables were tracked, the most meaningful differences occurred between students in different grade levels. It appeared that second grade children increased their acceptance toward their peers with disabilities more positively as a result of undergoing the KOB interventions, while the older intermediate level children increased their acceptance more positively as a result of completing the BUDY interventions. Implications of findings and recommendations for future research are discussed.

scholarly journals How Do Students React When Their Performance Is Worse or Better Than Expected?

2020 ◽  
Vol 52 (1-2) ◽  
pp. 1-11
Author(s):  
Martin Pinquart ◽  
Julia C. Koß ◽  
Helena Block
Keyword(s):  
Sex Differences ◽  
Negative Feedback ◽  
Grade Level ◽  
Sixth Graders ◽  
Feedback Condition ◽  
Future Research ◽  
Protective Effects ◽  
And Coping ◽  
Better Than

Abstract. We analyzed grade level and sex differences for changes in expectations and coping with expectation violations, based on the ViolEx model. A sample of 114 third to sixth graders (male, n = 44, 38.6 %; female, n = 70, 61.4 %) reported their expected achievement in trials with no feedback, worse-than-expected achievement feedback, and better-than-expected feedback. Expectations improved across the no-feedback and better-than-expected feedback trials, and deteriorated across worse-than-expected trials. While expectation change did not vary by grade level or sex, reported coping with expectation violation did vary, and pupils of younger years reported higher attempts to fulfill their expectations (assimilative behavior). Immunization against worse-than-expected feedback was associated with higher expectations in the negative-feedback condition, but protective effects of immunization were lost with an increasing number of expectation violations. In addition, higher willingness to reduce one’s expectations (accommodation) inhibited the update of expectations after receiving better-than-expected feedback. Conclusions for future research are drawn.

Exploring Adolescents’ Awareness of Diabetes: Using the Free Association Technique

2010 ◽  
Vol 71 (3) ◽  
pp. 150-153 ◽  
Author(s):  
Cédée-Anne LeClair ◽  
Marie Marquis ◽  
Lita Villalon ◽  
Irene Strychar
Keyword(s):  
Physical Activity ◽  
Content Analysis ◽  
New Brunswick ◽  
Obesity Prevention ◽  
Grade Level ◽  
Free Association ◽  
Grade Levels ◽  
Citation Frequency ◽  
Grade Level Differences ◽  
And Gender

Purpose: Healthy adolescents’ awareness of diabetes was explored, and gender and grade-level differences in understanding were determined. Methods: Adolescents without diabetes in grades five, eight, and 10 (n=128) at four New Brunswick schools wrote down all words/expressions that came to mind when they heard the word “diabetes” (i.e., they used the free association technique). Answers were classified into categories using content analysis. Results: Eighty-eight girls and 40 boys completed the activity (n=44, 52, and 32 in grades five, eight, and 10, respectively). Nine principal categories were identified: 66% of the adolescents cited sugar (e.g., eating too much sugar, not enough sugar), 48% treatment (e.g., needles, injections), 45% the nature of diabetes (e.g., a disease, types of diabetes, heredity), 41% nutrition (e.g., diet, sugar-containing foods, other foods), 38% blood (e.g., too much/not enough sugar in blood), 18% complications (e.g., death), 11% physiological manifestations/ symptoms (e.g., fainting), 6% obesity, and 6% physical activity. No differences were found in category citation frequency between boys and girls and grade levels, except that grade 10 students more frequently cited the categories of treatment, blood, and obesity (p≤0.05). Conclusions: Students thought of diabetes in terms of sugar and injections. Words related to obesity, prevention, and complications were cited infrequently.

scholarly journals EFL College Students’ Perceptions of the Difficulties of Comprehending Academic English Lectures

2017 ◽  
Vol 4 (3) ◽  
pp. 466
Author(s):  
Nowreyah A. Al-Nouh ◽  
Muneera M. Abdul-Kareem
Keyword(s):  
College Students ◽  
Undergraduate Students ◽  
Grade Level ◽  
Basic Education ◽  
Teacher Education Program ◽  
Future Research ◽  
Academic Learning ◽  
Academic English ◽  
College Of Basic Education ◽  
Grade Levels

<em>Students’ perceptions of the difficulties of comprehending academic English lectures affect their academic learning. Therefore, the present study is designed to explore EFL college female undergraduate students’ perceptions of the difficulties of comprehending academic English lectures to bring to light those factors that affect students’ academic performance and suggest solutions to overcome them. Participants were 365 female college students picked randomly from various grade levels enrolled in a four-year pre-service teacher education program at the College of Basic Education in Kuwait. The study adopted a descriptive design employing Likert’s five-point scale assigned under two factors: linguistic difficulties and non-linguistic difficulties. Independent variables include age, nationality, grade level and GPA. Results showed that students’ difficulties were at a medium level. Significant differences were observed for nationality, grade level and GPA. Implications and recommendations for future research were discussed.</em>

Gibberish in Communicating Written Physical Activity Information: Making Strides at Derailing a Perpetual Problem

2018 ◽  
Vol 35 (2) ◽  
pp. 108-118 ◽  
Author(s):  
Jafrā D. Thomas ◽  
Bradley J. Cardinal
Keyword(s):  
Physical Activity ◽  
Grade Level ◽  
Action Plan ◽  
Educational Resources ◽  
Future Research ◽  
Sociology Of Sport ◽  
Grade Levels ◽  
Reading Grade Level ◽  
Activity Information ◽  
Improve Health

The majority of physical activity resources are too difficult to be easily read and understood by most U.S. adults. Attempts to ensure that such resources are written in the most accessible manner possible have been advanced (e.g., 2010 U.S.National Action Plan to Improve Health Literacy). For this study, physical activity educational resources were collected through the Internet (N = 163), and their reading grade levels were analyzed. Over 50% of the resources were written at an unsatisfactory level, with the observed reading grade level being greater than eighth-grade (M = 8.98,SD = 2.92,p < .001, 95% CI [8.53, 9.43]), the maximum recommended. Suggestions for future research and publicly engaged sociology of sport praxis are discussed, with a focus on increasing the equity of written physical activity educational resources.

Self-Evaluation Accuracy among High School and Middle School Instrumentalists

2005 ◽  
Vol 53 (2) ◽  
pp. 148-161 ◽  
Author(s):  
Michael P. Hewitt
Keyword(s):  
High School ◽  
Middle School ◽  
High School Students ◽  
Grade Level ◽  
Music Performance ◽  
School Students ◽  
Self Evaluation ◽  
Grade Levels ◽  
Grade Level Differences ◽  
Evaluation Accuracy

The purposes of this study were to examine (a) whether grade-level differences exist on self-evaluation tendencies over time, (b) if grade-level differences and evaluator differences exist, alone and in combination, on music performance evaluation, (c) if relationships exist between student self-evaluation and expert evaluations of music performance by grade level, and (d) whether differences exist between grade level and music performance subarea (tone, intonation, melody, etc.) on self-evaluation accuracy. Middle ( N=92) and high school ( N=51) instrumentalists participating in two summer music programs self-evaluated their performances during rehearsals, while expert evaluators judged an individual final performance. Results indicated differences between grade levels on performance self-evaluation as the week progressed for some subareas. High school students were more accurate in their self-evaluations than were middle school musicians for all subareas except melody and rhythm. Middle school students' scores showed greater correlation with experts than did those of high school musicians. Both groups were most accurate in their evaluation of melody and least accurate in evaluation of technique/articulation. January 3, 2005 May 11, 2005.

The Match between Music Excerpts and Written Descriptions by Fifth and Sixth Graders

2000 ◽  
Vol 48 (3) ◽  
pp. 262-277 ◽  
Author(s):  
Patricia J. Flowers
Keyword(s):  
Grade Level ◽  
Fifth Graders ◽  
Sixth Graders ◽  
Original Music ◽  
Grade Levels ◽  
Written Descriptions ◽  
Temporal Language ◽  
Musical Elements

The purpose of this study was to examine the effect of instruction in writing about music on descriptions of music excerpts. Fifth and sixth graders received 4 days of instruction in music description focusing on metaphor and emotion, analytic music elements, and temporal language. Then, they wrote brief descriptions of six excerpts that were counterbalanced for instrumentation and style. Their descriptions were compared to those of students who did not receive instruction. There were no significant differences between children receiving and not receiving instruction within each grade level, except that the taught fifth graders mentioned significantly more musical elements than did fifth graders who did not receive instruction. There were no significant differences within grade levels in the rate at which expert readers matched descriptions to the original music excerpt, but sixth graders significantly outperformed the fifth graders. When excerpts were not correctly matched, they were usually misassigned to the excerpt with the same instrumentation, corroborating the priority of naming instruments in music description tasks.

Attribute saliency and metaphor interpretation in school-age children

1988 ◽  
Vol 15 (2) ◽  
pp. 435-449 ◽  
Author(s):  
Mary Ann Evans ◽  
Dianna Lynn Gamble
Keyword(s):  
Grade Level ◽  
School Age Children ◽  
School Age ◽  
Older Children ◽  
Grade Levels ◽  
Interpretation Errors ◽  
Interpretation Process ◽  
Metaphor Interpretation ◽  
The Individual ◽  
The Relationship

ABSTRACTThe present investigation examined the relationship between attribute saliency and metaphor interpretation in school children. Ortony's theory that metaphors entail salience imbalance prompted the generation of two types of metaphors, PREDICATE-PROMOTING (PP) and PREDICATE-INTRODUCING (PI) metaphors. An adult sample was used to select metaphors of each type which were then presented to 24 children in each of grades three, five, and seven (mean ages 8; 5, 10; 6 and 12; 8). The children were asked to generate attribute lists for TOPIC and VEHICLE terms and, six weeks later, to verbally explain metaphors containing those terms. Older children correctly interpreted more metaphors than younger children, and at each grade level no difference was observed between the number of correct interpretations of PP and PI metaphors. In addition, at all grade levels the incorrect ground of each child's interpretation errors most often had been listed in his/her attribute lists. This suggests that attribute saliency for the individual perceiving the metaphor plays a key role in the interpretation process.

scholarly journals Grade-Level Differences in Future-Oriented Self-Concept During Early Adolescence

2016 ◽  
Vol 32 (6) ◽  
pp. 390-396 ◽  
Author(s):  
Sarah A. Stoddard ◽  
Jennifer Pierce ◽  
Carissa J. Schmidt
Keyword(s):  
Health Promotion ◽  
Grade Level ◽  
Possible Selves ◽  
Self Concept ◽  
Significant Development ◽  
Behavior Understanding ◽  
Grade Levels ◽  
The Future ◽  
Grade Level Differences ◽  
Ninth Grade Students

The middle school and early high school years are a time of significant development, including an increasing ability to envision oneself in the future. Little is known about how adolescents’ future-oriented self-concept (i.e., possible selves) differs across grade levels, although this knowledge may aid in establishing rapport with students and building effective health promotion and risk reduction interventions. Therefore, this study explored grade-level differences in hoped for and feared possible selves in a sample of sixth- to ninth-grade students ( n = 2,498; Mage = 12.72, SD = 1.15; 51.3% female). Findings suggest that adolescents list a variety of possible selves, and the content differs according to grade level. These findings offer helpful insight for intervention work aimed at improving student outcomes and preventing risk behavior. Understanding what adolescents hope and fear for themselves in the future may be particularly beneficial for school nurses in identifying the unique challenges students experience and tailoring health promotion efforts.

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