Effect of a musical instrument performance program on emotional intelligence, anxiety, and aggression in Korean elementary school children

2017 ◽  
Vol 46 (3) ◽  
pp. 440-453 ◽  
Author(s):  
Hyun-Sil Kim ◽  
Hun-Soo Kim
Keyword(s):  
Elementary School ◽  
Emotional Intelligence ◽  
School Children ◽  
Elementary School Children ◽  
Musical Instrument ◽  
School Curriculum ◽  
Control Group ◽  
Instrument Performance ◽  
Quasi Experimental ◽  
Music Class

The purpose of this study was to determine the effects of a musical instrument performance program on emotional intelligence, anxiety, and aggression in Korean elementary school children. A quasi-experimental study design was employed, in which the experimental group ( n = 30) received a weekly group musical instrument performance class with a regular music class, and the control group ( n = 30) received only a regular music class that is part of the elementary school curriculum. We measured emotional intelligence, anxiety, and aggression at the beginning and end of the 24-week intervention using the Emotional Intelligence Scale, the Trait Anxiety Inventory, and the Aggression Scale. The musical instrument performance program improved the ability to perceive emotions, and reduced physical and verbal aggression, but had no statistically significant effect on the level of total emotional intelligence, anxiety, or aggression.

scholarly journals The Effect of Training on Preparedness Disaster on the Preparedness of Elementary School Children in Overcoming the Disaster of Volcano Eruption of Mount Egon in Lere Catholic Elementary School

2020 ◽  
Vol 4 (2) ◽  
pp. 139
Author(s):  
Yuliani Pitang ◽  
Ode Irman ◽  
Yosefina Nelista
Keyword(s):  
Elementary School ◽  
School Children ◽  
Disaster Preparedness ◽  
Elementary School Children ◽  
School Curriculum ◽  
Volcano Eruption ◽  
Post Test ◽  
Disaster Situation ◽  
Quasi Experimental ◽  
Teaching Learning

Introduction: Mount eruption can happen at any time without warning including during teaching learning proces in school time and the children are included into the the very susceptible group on disaster situation. Less preparedness causes the children be in critical situation. To increase children’s  preparedness could be done through the training on disaster preparedness in overcoming the disater caussed by volcano eruption. The aim of this research is to explain The Effect Of Training On Preparedness Disaster on The Preparedness of Elementary School Children in Overcoming The Disaster of Volcano Eruption of Mount Egon in Lere Catholic Elementary School. Method: This research is classified as quasi experimental with the research design one pre test post test design. The population on this research is all children of class IV and V in Lere Catholic Elementary School. The total number is 51 children. The sample used is systematic random sampling. The total number of sampling is 45 respondents. Result: There is effect of training on disaster preparedness on the preparedness of elementary school children in overcoming mount Egon eruption (p 0,000). Conclusion: The training of disaster preparedness can increase on the preparedness of elementary school childen in overcoming the disaster of  volcano eruption, therefore  the training of disaster preparedness needs to be done every year and to accommodate the content of disaster in the school curriculum.  

The Relationship Between Articulatory Deficits and Syntax in Speech Defective Children

1969 ◽  
Vol 12 (2) ◽  
pp. 319-325 ◽  
Author(s):  
Thomas H. Shriner ◽  
Mary Sayre Holloway ◽  
Raymond G. Daniloff
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Control Group ◽  
Normal Children ◽  
The Relationship ◽  
Experimental Group

The relationship between articulatory deficits and the development of syntax in children with severe articulation problems was investigated. Subjects in the experimental group were 30 normal elementary school children, enrolled in grades one through three, who had severe problems with articulation. Thirty normal children, free from any articulation errors, served as a control group. Children with defective articulation performed significantly less well in the areas of grammatical usage, and used shorter sentences. The relationship between phonological and syntactical errors is discussed, with implications for therapy.

scholarly journals Effects of Giving Iodized Salt, Counseling of Iodine and Goitrogenic Sources of Food in Mothers Who Have Elementary School Children Against Urinary Iodine Excretion

2019 ◽  
Vol 3 (5) ◽  
pp. 238-243
Author(s):  
I Ketut Swiryajaya ◽  
Iswari Pauzi
Keyword(s):  
Elementary School ◽  
Treatment Group ◽  
School Children ◽  
Elementary School Children ◽  
Urinary Iodine ◽  
Iodized Salt ◽  
Control Group ◽  
Urinary Iodine Excretion ◽  
Iodine Excretion ◽  
The Mean

As a result of IDD is the occurrence of impaired child growth makes researchers interested in conducting research on "Provision of iodized salt, food counseling about the source of iodine and goitrogenic substances with urinary iodine excretion status in elementary school children". Research on IDD is often carried out in primary school-age children, aged 6-12 years because of their vulnerability to iodine deficiency. The purpose of this study was to determine the effect of iodized salt interventions and counseling patterns of iodized and goitrogenic food consumption patterns on levels of urinary yodiun excretion in families with elementary school children. Research methods: The design of this study included quasi-experimental using a specific design that is "pre and post test control group design". The study population was elementary school children with a sample size of 30 children aged 9 -12 years in each group. Data collected included the consumption of nutrients by the 24-hour recall method, the results of urine iodine examination by the spectrophotometric method. The collected data is then analyzed with an independent sample T test. The results showed there were differences in urinary yodiun excretion levels in the two groups (treatment and control), while the mean in the treatment group before intervention was 106.97 ug / L and after the intervention was 43.19 ug / L. Whereas in the control group, the level of urinary yodiun excretion before intervention was 117.30 μg / L and after the intervention was 243.19 μg / L. The mean of respondents who consumed goitrogenic sources in the treatment group before the intervention (Yes = 63%, No = 37%), after the intervention (Yes = 23%, No = 77%). Whereas in the Control group before the intervention (Yes = 56%, No = 73%), after the intervention (Yes = 23%, No = 77%). The average amount of protein consumption before treatment was 47.91 µg/L ± 6.54 and 50.15 µg/L ± 12.52 after treatment. For consumption, an increase with a mean before treatment was 89.88 µg/L ± 38.45 and after treatment was 113 µg/L ± 26. The results of the independent sample t-test showed that in the treatment group there was no significant difference between after and before the intervention (p = 0.058). Whereas in the control group there were significant differences between before and after the intervention (p = 0.002). It can be concluded that there are many factors that need to be controlled in the provision of interventions, especially the use, type of salt and goitronic as well as the method of examination of iodine analysis in urine. Keywords: iodized salt; iodine food sources; goitrogenic; urinary iodine excretion

scholarly journals The Effect of Mind Subtraction Meditation on Smartphone Addiction in School Children

2019 ◽  
Vol 11 (10) ◽  
pp. 16 ◽  
Author(s):  
Yang Gyeong Yoo ◽  
Min Jeong Lee ◽  
Boas Yu ◽  
Mi Ra Yun
Keyword(s):  
Mental Health ◽  
Elementary School ◽  
School Children ◽  
Control Group ◽  
Smartphone Addiction ◽  
Post Intervention ◽  
Positive Effects ◽  
School Based ◽  
Quasi Experimental ◽  
Experimental Group

BACKGROUND: Aim of current study was to examine the effects of school-based mind subtraction meditation program on smartphone addiction tendency and mental health of third grade students in a South Korean elementary school. MATERIALS & METHODS: A quasi-experimental design with nonequivalent comparison groups was used. An experimental group (n = 24), who participated in the school-based meditation program, and a control group (n = 22), who did not participate in the program, were measured pre-test, post-test, and also three months after the completion of this study on smartphone addiction tendency and mental health. RESULTS: The study result showed a significant decrease in smartphone addiction tendency and also significant improvements in mental health variables of depression, anxiety, aggression, and impulsivity for the experimental group. These improvements were shown to continue even after the study completion when measured post-intervention at three months. CONCLUSION: This study demonstrated that the mind subtraction meditation program had positive effects on smartphone addiction tendency and mental health variables. It can be suggested from this study to recommend mind subtraction meditation as one of feasible strategies to prevent smartphone addiction and to improve mental health status in elementary school children. Further, this study meaningfully supports positive beneficial evidence of meditation program utilization in schools.

scholarly journals The Role of the Game of Balanced Nutrition Ladder Snake in Influencing Changes in Knowledge and Attitudes of Children in Muhammadiyah Tanjung Morawa Elementary School

2019 ◽  
Vol 1 (4) ◽  
pp. 34-43
Author(s):  
Oslida Martony
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Educational Game ◽  
P Value ◽  
Test Results ◽  
Knowledge And Attitudes ◽  
Quasi Experimental ◽  
Normally Distributed

This study aims to determine the effect of the educational game of balanced nutrition ladder snakes on changes in knowledge and attitudes and actions in elementary school children in Muhammadyah school, Tanjung Morawa district. This type of research is a Quasi-Experimental study (quasi-experimental design) with the design of One Group Pretest- Posttest. The sample in this study was 75 elementary school children Muhammadiyah Kec. Tanjung Morawa. Data was collected using a questionnaire that was filled in by the respondent himself. If the data is normally distributed then the type of test used is the dependent T-test (in pairs). If the data is not normally distributed then the test used is the ranking test. The statistical test results obtained p-value = 0,000 < 0.05, which shows that the influence of snake ladder education game balanced nutrition to changes in knowledge and attitudes in school children. The conclusion in this study is the influence of the educational game of balanced nutrition ladder snakes on changes in knowledge and attitudes in school children.

scholarly journals Keterkaitan antara Susu sebagai Pelengkap Sarapan terhadap Prestasi Belajar Siswa Sekolah Dasar

2020 ◽  
Vol 3 (2) ◽  
pp. 73
Author(s):  
Megah Stefani ◽  
Fifi Khoirunnisa ◽  
Zulhijah Wulandari
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Exposed Group ◽  
Control Group ◽  
Food Record ◽  
School Students ◽  
Retrospective Case ◽  
Learning Achievement ◽  
Minimum Number

<p><em>The study aims to determine the association of milk as complimentary breakfast towards learning achievement of elementary school students, using a retrospective case-control research design. Subjects were determined purposively with the inclusion criteria having normal BMI and not lactose intolerance. The minimum number of subjects was based on calculations were 38 children. Subjects as many as 22 elementary school children were exposed to a complete breakfast habit with milk and 17 elementary school children became a control group for breakfast habits without milk. Completing the 2x24 hour food recall questionnaire and 7-day food record and subject interviews were conducted for 1 week. Learning achievement is measured using the final score of the semester 1 by K13 curriculum. There was a significant relationship in the exposed group and the control group on learning achievement especially Bahasa scores (p = 0,001) as many as 90,91% in the exposed group and 88,24%, in the control group, also, the tendency for a better IPA (Science) scores in the exposed group was 81,82% compared to the control group at 64,71%. Thus, the habit of breakfast supplemented with milk is closely related to the learning achievement of elementary school children.</em></p>

Effects of a short mindful-breathing intervention on the psychophysiological stress reactions of German elementary school children

2020 ◽  
Vol 41 (3) ◽  
pp. 218-238
Author(s):  
Luisa Kurth ◽  
Anna Engelniederhammer ◽  
Heide Sasse ◽  
Georgios Papastefanou
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Comparison Group ◽  
Stress Test ◽  
Intervention Group ◽  
Stress Reaction ◽  
Control Group ◽  
Stress Reactions ◽  
Psychophysiological Stress

This research investigates whether a short mindfulness exercise can reduce children’s psychophysiological stress reactions in the face of a performance task. To answer the question, a randomized controlled trial with 106 elementary school children, aged between 5 and 11 years, was conducted. An intervention group completed a two-minute breathing exercise, whilst a comparison group watched a short video, before both groups performed a stress-evoking Stroop test. The stress levels of both groups were measured via galvanic skin response and compared. It was hypothesized that the comparison group would show a higher stress reaction during the stress-evoking task than the intervention group. Contrary to the hypothesis, results show that the intervention group had a higher psychophysiological stress reaction during the task than the comparison group. However, the stress reaction to the announced difficulty of the task was smaller in the mindfulness group than in the comparison group. Results are discussed based on different theoretical mechanisms of mindfulness. Directions for future research include the use of different techniques and durations of mindfulness interventions, different control group activities and stress-test operationalizations, as well as the distinction between age groups.

Effects of 8-Week FIFA 11+ for Kids Intervention on Physical Fitness and Attention in Elementary School Children

2021 ◽  
pp. 1-8
Author(s):  
Wen-Yen Tseng ◽  
Ghazi Rekik ◽  
Chia-Hui Chen ◽  
Filipe M. Clemente ◽  
Pedro Bezerra ◽  
...  
Keyword(s):  
Elementary School ◽  
Physical Fitness ◽  
School Children ◽  
Elementary School Children ◽  
Exercise Intervention ◽  
Control Group ◽  
School Students ◽  
Fitness Tests ◽  
General Physical ◽  
Study Participants

Background: The psychological and physiological adaptations in response to the FIFA 11+ for kids (FIFA11+kid) program has not been examined in school children. This study aimed to investigate the effects of 8-week FIFA11+kid intervention on physical fitness and attentional capacity in elementary school children. Methods: A total of 55 elementary school students voluntarily participated in the study. Participants were assigned to either the FIFA11+kid (n = 28, 5 times per week) or the control (n = 27) group. At baseline and after 8 weeks, all participants were asked to perform a battery of physical fitness tests (sit-and-reach, broad jump, sit-up test, and 800-m run) and the Attention Scale for Elementary School Children, including 5 subscales: focused, sustained, selective, alternating, and divided attentions. Results: The FIFA11+kid group demonstrated larger pre–post change in sit-and-reach (P < .001) and sit-up test (P < .001) than that of control group. Moreover, the FIFA11+kid group demonstrated large improvements pre–post change in Attention Scale for Elementary School Children scores of total score (P < .001), focused (P < .001), sustained (P < .001), and selective attentions (P < .001) compared with the control group. Conclusion: A total of 8 weeks of FIFA11+kid exercise intervention can improve general physical fitness and attentional capacities in elementary school children.

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