scholarly journals AGE AND GENDER SPECIFIC FEATURES OF SOCIO-EMOTIONAL COMPETENCE IN PRIMARY SCHOOL CHILDREN

2016 ◽  
Vol 0 (4) ◽  
pp. 188
Author(s):  
Kristina Sergeevna Tarasova
Keyword(s):  
Primary School ◽  
School Children ◽  
Emotional Competence ◽  
Primary School Children ◽  
Age And Gender ◽  
And Gender ◽  
Gender Specific

The prevalence and nature of behaviour problems in primary school children in the South Coast Region of Queensland

1990 ◽  
Vol 4 ◽  
pp. 55-67
Author(s):  
Juanita Muller
Keyword(s):  
Primary School ◽  
School Children ◽  
South Coast ◽  
Primary School Children ◽  
Behaviour Problems ◽  
Behaviour Problem ◽  
The South ◽  
Age And Gender ◽  
And Gender ◽  
Coast Region

A survey to determine the prevalence and nature of behaviour problems (adjustment difficulties) in State primary school children in the South Coast Region of Queensland, was conducted using a personally abbreviated form of the Achenbach and Edelbrock (1986) Child Behaviour Checklist - Teacher Report Form (CBCL-TRF). The subjects of this study were 494 children (407 boys and 87 girls) aged between 6 and 13 years, who were nominated by teachers from a random selection of 30 schools in the Region. Teachers were asked to complete the checklists on children whose behaviour had caused them concern within the last two months. Results indicated that 3% (494) of the children in these schools were reported to have a behaviour problem as perceived by teachers, and 23% (370) were determined to have a behaviour problem in the clinical range of functioning, according to the CBCL-TRF. Specific types of problems were identified in each of the age and gender groups, but aggression was perceived to be the most frequent problem across age and gender. Behaviour problems were also shown to be associated with poor academic performance. Overall this study provides useful information, in the form of general prevalence estimates, on which to base a regional adjustment policy.

Nutritional habits in a primary school children: generational and gender differences

2012 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Maria Luisi ◽  
Raffaele Lova ◽  
Luisa Bertulli ◽  
Francesco Sofi ◽  
Angelo Pietrobelli ◽  
...  
Keyword(s):  
Gender Differences ◽  
Primary School ◽  
School Children ◽  
Primary School Children ◽  
Nutritional Habits ◽  
And Gender

What Accounts for Individual and Gender Differences in the Multi-Digit Number Processing of Primary School Children?

2012 ◽  
Vol 220 (2) ◽  
pp. 78-89 ◽  
Author(s):  
Helga Krinzinger ◽  
Guilherme Wood ◽  
Klaus Willmes
Keyword(s):  
Gender Differences ◽  
Primary School ◽  
School Children ◽  
Spatial Working Memory ◽  
Number Processing ◽  
Primary School Children ◽  
Digit Number ◽  
Visual Spatial ◽  
Visual Spatial Working Memory ◽  
And Gender

Gender differences in numerical domains have frequently been reported, but typically only from high-school age onwards. Recently, we found performance differences in favor of primary school boys in multi-digit number processing. Several underlying factors have been suggested to explain general differences in multi-digit number processing (such as visual-spatial working memory capacity), gender differences in mathematics (such as attitudes toward mathematics), and gender differences in multi-digit number processing (such as visual-spatial abilities). To date, no study has tested the concurrent impact of these factors on the development of multi-digit number processing in primary school children; thus, we applied structural equation modeling to a longitudinal dataset of 140 primary school children. Our main result was that gender exerted the strongest influence on multi-digit number processing, which was partly mediated by attitudes toward mathematics. Furthermore, general visual-spatial abilities (but not visual-spatial working memory) had a strong impact on individual differences in multi-digit number processing. These results are discussed in light of the psychobiosocial view.

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