Prospective Analysis of Peer and Parent Influences on Minor Aggression among Early Adolescents

2004 ◽  
Vol 31 (1) ◽  
pp. 22-33 ◽  
Author(s):  
Bruce G. Simons-Morton ◽  
Jessica L. Hartos ◽  
Denise L. Haynie
Keyword(s):  
School Engagement ◽  
Early Adolescents ◽  
Sixth Grade ◽  
Aggressive Behaviors ◽  
Peer Affiliation ◽  
School Year ◽  
Adolescent Aggression ◽  
Path Analyses ◽  
School Variables ◽  
Sixth Grade Students

The research examined the influence of parent and school variables on minor aggression among early adolescents. Sixth-grade students ( N = 1,081) were interviewed at the beginning of the school year (Time 1) about aggressive behaviors and selected psychosocial variables and at the end of the year (Time 2) about aggressive behaviors. Aggression increased over time and was greater for boys than girls at both time points. In path analyses, Time 1 aggression was directly associated with Time 2 aggression and indirectly associated through affiliation with Time 2 problem-behaving friends. School engagement was associated indirectly with Time 2 aggression through affiliation with problem-behaving friends. Parenting behavior was negatively and directly associated with Time 2 aggression and indirectly through Time 2 affiliation with problem-behaving friends. The findings indicated that selection and previous behavior predicted peer affiliation and parenting and school engagement protected against early adolescent aggression.

scholarly journals Changes in School Connectedness and Deviant Peer Affiliation Among Sixth-Grade Students From High-Poverty Neighborhoods

2013 ◽  
Vol 34 (7) ◽  
pp. 896-922 ◽  
Author(s):  
Kathleen Moritz Rudasill ◽  
Kate Niehaus ◽  
Lisa J. Crockett ◽  
Christopher R. Rakes
Keyword(s):  
School Connectedness ◽  
Sixth Grade ◽  
Deviant Peer Affiliation ◽  
High Poverty ◽  
Peer Affiliation ◽  
Sixth Grade Students

scholarly journals Adolescents’ and mothers’ temperament types and their roles in early adolescents’ socioemotional functioning

2017 ◽  
Vol 42 (5) ◽  
pp. 453-463 ◽  
Author(s):  
Riikka Hirvonen ◽  
Johanna Väänänen ◽  
Kaisa Aunola ◽  
Timo Ahonen ◽  
Noona Kiuru
Keyword(s):  
Conduct Problems ◽  
Early Adolescents ◽  
Sixth Grade ◽  
Adolescent Mother ◽  
Socioemotional Adjustment ◽  
Emotional Symptoms ◽  
Socioemotional Functioning ◽  
Latent Profile Analyses ◽  
Sixth Grade Students

The present study examined adolescents’ and mothers’ temperament types and their roles in the socioemotional functioning of early adolescents. A total of 869 sixth-grade students and 668 mothers participated in the study. The students rated their temperament and socioemotional functioning and the mothers rated their own temperament. Latent profile analyses identified four temperament types among the adolescents (resilient, reserved, average, and mixed) and three types among the mothers (resilient, average, and mixed). The results showed that the adolescents with resilient or reserved temperaments reported significantly fewer conduct problems and emotional symptoms, less hyperactivity, and higher prosociality than adolescents with a mixed temperament type. The most adaptive adolescent–mother temperament matches were between a resilient or reserved adolescent and a resilient or average mother; these adolescents reported the highest levels of socioemotional functioning. Mothers with mixed or average temperaments were related to fewer conduct problems and emotional symptoms and less hyperactivity among adolescents with a mixed temperament, while mothers with a resilient temperament type were beneficial for prosocial behavior among adolescents with a mixed temperament. These findings increase understanding of the role of temperament and the interplay between adolescents’ and mothers’ temperaments in the development of early adolescents’ socioemotional adjustment.

Football—All Year Long?

1982 ◽  
Vol 29 (5) ◽  
pp. 43-44
Author(s):  
Tom E. Massey
Keyword(s):  
Class Size ◽  
Sixth Grade ◽  
General Review ◽  
School Year ◽  
Sixth Grade Students ◽  
New Material

“It's Friday! Will we play Football today?” “May I call the coin?” These and similar questions are the first greetings that I get from my sixthgrade students every Friday all through the school year. For several years I have been playing “Football” with my sixth-grade students almost every Friday of the school year. “Football” is a game that I have used with my classes for general review, for review of recently taught topics, or for introduction of new material. “Football” is a vehicle for class-size instruction and the nature of the game contributes to participation by aU students.

Relationship Between Peer Victimization and School Adjustment in Sixth-Grade Students: Investigating Mediation Effects

2004 ◽  
Vol 19 (5) ◽  
pp. 557-571 ◽  
Author(s):  
Hsi-Sheng Wei ◽  
James Herbert Williams
Keyword(s):  
Academic Achievement ◽  
Peer Victimization ◽  
School Adjustment ◽  
Sixth Grade ◽  
School Attachment ◽  
Mediation Effects ◽  
School Settings ◽  
Path Analyses ◽  
Sixth Grade Students ◽  
The Relationship

Peer victimization is a common occurrence in school settings. This study investigated the relationship between peer victimization and school adjustment in a sample of 1,022 sixth-grade students. Measures used in this study include peer victimization, perceived peer nonsupport, school attachment, inattention problems, and academic achievement. Multivariate path analyses were conducted to test direct and mediation effects in the overall model and to explore gender differences. The results provided support for the hypothesized model indicating that the relationship between peer victimization and school attachment is mediated by perceived peer nonsupport, and that school attachment is related to inattentive school behaviors and poor academic achievement. Paths indicated invariance across models for gender. Prevention and intervention implications of these findings are discussed.

scholarly journals PENGGUNAAN MODEL PEMBELAJARAN KOOPERATIF TIPE MENCARI PASANGAN UNTUK MENINGKATKAN MOTIVASI BELAJAR PKN SISWA KELAS IV SD NEGERI 19 BATU BULEK KECAMATAN LINTAU BUO UTARA KABUPATEN TANAH DATAR

2018 ◽  
Vol 2 (6) ◽  
pp. 969
Author(s):  
Efriyeni Efriyeni
Keyword(s):  
Cooperative Learning ◽  
Student Learning ◽  
Sixth Grade ◽  
Learning Model ◽  
Learning Motivation ◽  
Motivation To Learn ◽  
Student Activities ◽  
School Year ◽  
Motivation For Learning ◽  
Sixth Grade Students

This research is motivated by the low motivation to learn Civics in the sixth grade students of SDN 19 Batu Bulek. This studyaims to improve students' learning motivation in Civics learning through a type of cooperative cooperative learning model inthe sixth grade students of SDN 19 Batu Bulek. The subjects of this study were all sixth grade students of SDN 19 Batu Bulek,totaling 18 people, 2017-2018 school year. The form of research is classroom action research. This research instrumentconsists of performance instruments and data collection instruments in the form of observation sheets of teacher activitiesand student activities. Based on the results of the analysis and discussion as stated it can be concluded that with theimplementation of cooperative learning models the type of finding a partner can increase civics learning motivation class IVSDN 19 Batu Bulek. In cycle I shows that student learning motivation is still relatively low with a score of 55 with an averagepercentage of 4 indicators of learning motivation at 76.4%. whereas in the second cycle reached a score of 67 with very highcriteria, with an average student learning motivation for learning motivation indicators (4 indicators) of 93.1%. This is dueto the application It is known that the type of finding a partner in principle is a cooperative learning model that can evoke thespirit of student learning, because the cooperative learning model of finding a partner in its application will make theclassroom atmosphere more active and make students try to find answers to a problem in a material with it. Activities in classlike this will increase student motivation in learning Civics.

scholarly journals Do Stand-Biased Desks in the Classroom Change School-Time Activity and Sedentary Behavior?

2019 ◽  
Vol 16 (6) ◽  
pp. 933 ◽  
Author(s):  
Ann Swartz ◽  
Nathan Tokarek ◽  
Krista Lisdahl ◽  
Hotaka Maeda ◽  
Scott Strath ◽  
...  
Keyword(s):  
Sedentary Behavior ◽  
Sixth Grade ◽  
Intervention Period ◽  
Time Activity ◽  
School Year ◽  
School Time ◽  
Baseline Activity ◽  
Sixth Grade Students ◽  
Classroom Change ◽  
Classroom Time

The purpose of this study was to determine the effect of stand-biased desks on the physical activity and sedentary behavior of third, fourth and sixth grade students across the school year. Methods: This within classroom crossover design study used teacher-determined allocation for seating within each classroom. Half of the students used a stand-biased desk and half used a sitting desk. Five-day hip-worn accelerometer assessments were completed at baseline and at the end of each nine-week intervention period. A mixed effects model was used to determine the differences in the percentage of time spent active and sedentary. Results: A total of 22, 36 and 41 students in 3rd, 4th and 6th grades, respectively, completed this study (57.1% male, 79.3% White). Regardless of the desk type, students became more sedentary (p < 0.001) and less active (p < 0.001) in the classroom as the school year progressed. After controlling for baseline activity, there was a significant interaction between the type of desk and time (p = 0.029). Students who spent a higher percentage of their classroom time sedentary engaged in less sedentary behavior when using a stand-biased desk compared to the traditional desk. Conclusion: The standing desk intervention was effective in mitigating the increase in sedentary behavior for those who started the school year more sedentary.

scholarly journals A Teaching Method Based on Virtual Worlds and Mastery Learning

2018 ◽  
Vol 11 (3) ◽  
Author(s):  
Felipe Becker Nunes ◽  
Aliane Loureiro Krassmann ◽  
Liane Margarida Rockenbach Tarouco ◽  
José Valdeni De Lima
Keyword(s):  
Virtual Worlds ◽  
Virtual World ◽  
Teaching Method ◽  
Mastery Learning ◽  
Sixth Grade ◽  
School Year ◽  
Learning Platform ◽  
Sixth Grade Students ◽  
Post Test ◽  
Group 2

The evolution of virtual worlds in education has provided the creation of new pedagogical alternatives. In the present study, we explore this potential, integrating the Bloom’s Mastery Learning theory, designing a teaching method based on periodical assessments, and supplementary, support offered through the use of an OpenSim virtual world. An experiment was carried out during half of the school year of 2017, involving 74 sixth grade students in a Science class, divided in control and experimental groups. The results demonstrated better performance of the group using the virtual world in comparison to the group using the Moodle learning platform, in which, the post-test presented a slightly higher median for Group 2 (84.50) compared to Group 1 (83.00). As for the student’s impressions, it was in general of acceptance and positive impressions about the experience.

A Comparison of Four Adolescent Language Tests

1987 ◽  
Vol 18 (3) ◽  
pp. 250-266 ◽  
Author(s):  
R. Jane Lieberman ◽  
Ann Marie C. Heffron ◽  
Stephanie J. West ◽  
Edward C. Hutchinson ◽  
Thomas W. Swem
Keyword(s):  
Test Performance ◽  
Sixth Grade ◽  
Significant Discrepancy ◽  
Language Impaired ◽  
Language Functions ◽  
Language Tests ◽  
Significant Difference ◽  
Sixth Grade Students ◽  
Overall Performance ◽  
Selection Of

Four recently developed adolescent language tests, the Fullerton Test for Adolescents (FLTA), the Test of Adolescent Language (TOAL), the Clinical Evaluation of Language Functions (CELF), and the Screening Test of Adolescent Language (STAL), were compared to determine: (a) whether they measured the same language skills (content) in the same way (procedures); and (b) whether students performed similarly on each of the tests. First, respective manuals were reviewed to compare selection of subtest content areas and subtest procedures. Then, each of the tests was administered according to standardized procedures to 30 unselected sixth-grade students. Despite apparent differences in test content and procedures, there was no significant difference in students' performance on three of the four tests, and correlations among test performance were moderate to high. A comparison of the pass/fail rates for overall performance on the tests, however, revealed a significant discrepancy between the proportions of students identified in need of further evaluation on the STAL (20%) and the proportion diagnosed as language impaired on the three diagnostic tests (60-73%). Clinical implications are discussed.

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