Relationship of Internet-Dependent Behavior, Intellectual Development and Cultural Congruence in Primary School Children

2021 ◽  
pp. 215-227
Author(s):  
S.V. Leonov ◽  
◽  
A.A. Yakushina ◽  
I.S. Polikanova ◽  
V.A. Klimenko ◽  
...  
Keyword(s):  
School Children ◽  
Internet Addiction ◽  
School Environment ◽  
Intellectual Development ◽  
Primary School Children ◽  
Personality Factor ◽  
Cultural Congruence ◽  
Online Addiction ◽  
Dependent Behavior ◽  
Intellectual Abilities

The main purpose of our study was to examine the connection between the Internet addiction in junior school children and their intellectual development and cultural congruence. The study involved 92 schoolchildren from Moscow aged from 9 to 10 years. Our hypothesis was that intellectual abilities of schoolchildren would be related to their cultural congruence, as well as to their Internet dependent behavior. The following methods were used to test the hypothesis: Raven Progressive Matrices, the children's version of Personality Factor Questionnaire by R. Cattell, Chen Internet Addiction Scale, Methodology of determining the cultural congruence of a junior school child by Bayanova and co-authors. The results demonstrated that schoolchildren with good intellectual abilities are highly likely to demonstrate high rates of cultural congruence. At the same time, the study found no statistically significant differences in intellectual development between children with propensity to Internet addiction and children with any Internet addiction. At the same time, it identified significant features in behavior of children prone to online addiction. The behavior of such children is often manifested in demonstrating violations of the regulatory situation at school, as well as in displaying non-congruent behavior; in particular, such children are more likely to tell lies, do not listen to teachers, are late for classes, skip classes, and fight. Besides, such students are characterized by more pronounced impulsiveness and motor retardation, aggressive assertion of their position, self-confidence, and leadership qualities. The school environment is characterized by normative rules and procedures, so children are not always able to realize their motives and desires openly. Thus, we can conclude that more impulsive and motorized children, who are also characterized by displaying aggressive behaviors, will be more likely to be characterized by a tendency to Internet dependent behaviors, because it allows them to express their desires and intentions, which often cannot be realized in a strictly regulated school environment. In this way, our research has demonstrated that high intellectual abilities of junior school children are significantly related to their cultural congruence. In addition, their propensity for Internet addiction can be a factor contributing to non-congruent behavior among children aged 9–10 years.

scholarly journals THE MAIN COMPONENTS OF SOCIALIZATION AND INDIVIDUALIZATION OF PRIMARY SCHOOL CHILDREN

2018 ◽  
Vol 6 (3) ◽  
pp. 8 ◽  
Author(s):  
T. A. Pomerantseva
Keyword(s):  
Primary School ◽  
School Children ◽  
Intellectual Development ◽  
Reference Points ◽  
Primary School Children ◽  
Successful Implementation ◽  
Normative Documents ◽  
Surrounding World ◽  
Main Components ◽  
Free Interaction

Introduction:the article deals with the main components of socialization and individualization of primary school children. Modern socio-cultural society sets the vector of the updated educational policy. It is not enough for a person to increase only intellectual development, it is necessary to pay attention to the education of a thinking, interacting, responsible person who can make decisions, self-develop and independently control the achievement of goals. Therefore, the normative documents, supporting the importance of socialization and individualization of students, focus on the active inclusion of the child in the socio-cultural reality due to the specific organization of the educational space of the school. The latter, in turn, is focused, on the one hand, on the education of the qualities of consciousness, thoughtfulness, responsibility, and on the other, on the development of creativity of students, the individuality of each and the ability to interact with the surrounding world.Materials and methods: critical selection of information (theoretical and comparative analysis of domestic and foreign literature) and integration of approaches and methods of different orientation (theoretical and empirical). The methodological basis of the study was: systemic, socio-cultural, dialectical, personalized approaches.Results:the author defines the main components of socialization and individualization of schoolchildren, namely motivational-target, procedural and evaluative-reflexive (diagnostic); substantiates a set of conditions that contribute to the effective socialization and individualization of children, which is based on the organization of free interaction of the child with the surrounding world. The latter is considered as its progressive socialization and individualization in the process of cognition and transformation, social and cultural patterns in different types of children's activities.The article also presents the criteria for determining the success of socialization and individualization of students: motivational, value-normative, cognitive, communicative, practice-creative.Discussion and conclusions:the proposed components of socialization and individualization of students and the described conditions of their successful implementation can be used by teachers of the school as key reference points in the implementation of educational activities.

scholarly journals AUTODIDACTIC FOR PARENTS OF CHILDREN STUDYING IN MULTI-ETHNIC SCHOOL ENVIRONMENT

2019 ◽  
Vol 7 (5) ◽  
pp. 719-724
Author(s):  
Elena L. Grigoryevа ◽  
Maria V. Lebedkina ◽  
Oleg A. Musin ◽  
Gennadij N. Germanov ◽  
Al'bert R. Bajmurzin
Keyword(s):  
Primary School ◽  
School Children ◽  
School Environment ◽  
Swot Analysis ◽  
Survey Methods ◽  
Primary Students ◽  
Primary School Children ◽  
School Teachers ◽  
Organization Analysis ◽  
Additional Education

Purpose: The article is aimed at describing a model of self-education of primary school children's parents and the results of its testing in a primary school in a multi-ethnic educational space. The leading technology of organizing self-education for parents of primary students and formation of their methods of auto-didactics is the technology of poly directional pedagogical counseling. Methodology: The following methods of measuring the effectiveness of the offered program were used: SWOT - analysis of educational problems of primary school children in a multi-ethnic educational organization, analysis of research data on related topics, pedagogical modeling, studying students' work, observation, and survey methods with graphical interpretation of the data. Result: The result of the study was a unique model of inclusion of primary students’ parents in the educational space of a multi-ethnic school. In accordance with the authors' model, an awareness program was launched for parents of primary school children. Applications: The research materials can be useful for primary school teachers, for parents of primary students, as well as for specialists in the system of additional education in working with multi-ethnic children groups, as well as for social teachers in working with migrant families to build a non-conflict educational environment. Novelty/Originality: The originality of the study lies in the development of a model for the inclusion of parents of younger schoolchildren in the educational space of a multi-ethnic school through parental self-education organized by school teachers.

scholarly journals THE COMPREHENSION OF THE CONCEPTS OF NOISE AND SILENCE IN PRIMARY SCHOOL CHILDREN

2020 ◽  
Vol 3 ◽  
pp. 618
Author(s):  
Baiba Trinite
Keyword(s):  
Primary School ◽  
School Children ◽  
School Environment ◽  
Emotional State ◽  
Primary School Children ◽  
Education Programs ◽  
Noise Sources ◽  
Extensive Range ◽  
Primary School Pupils ◽  
The Impact

Acoustically ergonomic classrooms prevent teachers’ voice disorders and improve comprehension of learning instructions by pupils. High activity noise in the classroom, which increases voice loudness, is one of the most common complaints by teachers. The aim of the study was to find out how primary school children comprehend the concepts of noise and silence. Two hundred eighty five children representing Grade 1 to four were included in the study. Children were asked to draw how they imagine the silence and noise. Drawings were categorised in the following groups: sources of noise and silence, effects of noise and silence, noisy and silent places. Drawings imagining school environment were analysed separately. We found that primary school pupils can identify noise sources in the classroom, at home, and in environment. They can detect the impact of noise on the psycho-emotional state of the person. Children reflected a much more extensive range of noise generating activities than activities related to silence. The silence was mostly associated with sleeping and learning while noise with positive (singing, playing) and negative (screaming, fighting) actions.Not only teachers but also pupils should know about classroom acoustic ergonomics. Teachers’ education programs should provide education in ergonomics, and teachers should forward this knowledge to children. 

scholarly journals Meaning formation in younger schoolchildren with speech disorders in the context of didactic approach

2019 ◽  
Vol 70 ◽  
pp. 01012
Author(s):  
Elena Matsyuk ◽  
Elena Belova
Keyword(s):  
Primary School ◽  
Inclusive Education ◽  
School Children ◽  
Intellectual Development ◽  
Poor Performance ◽  
Speech Disorders ◽  
Educational Process ◽  
Primary School Children ◽  
Integrative Approach ◽  
Social Adaptability

The article reviews the content and continuity of didactic conceptions of teaching primary school children with disabilities in modern conditions. The authors examine the nature of the reasons for poor performance of students with speech disorders, and reveal the contradictions of the integrative approach in education, as well as the possibilities of resolving these contradictions through the use of meaning pedagogy. The problem of designing an effective teaching model for primary schoolchildren with speech disorders is posed which can contribute to the formation of a positive image of the “Self”, the formation of an emotionand value-related attitude to reality and adequate perception of oneself in the world. The authors suggest that children with speech disorders with potential prerequisites for intellectual development are able to overcome communicative, cognitive and personal barriers to learning much better when provided didactic conditions for triggering the mechanism of meaning initiations in comparison with children with other manifestations of limited health abilities. An attempt has been made to create a meaningful didactic model of teaching primary school children with speech disorders in the context of inclusive education, that allows to increase the efficiency of the educational process and the social adaptability of children with speech disorders in society.

Research Activities As a Mean of Intellectual Development of Primary Schoolchildren

2021 ◽  
Vol 9 (1) ◽  
pp. 22-30
Author(s):  
Natalya Vinogradova ◽  
Oxana Rydze
Keyword(s):  
Primary School ◽  
School Children ◽  
Intellectual Development ◽  
Educational Process ◽  
Self Control ◽  
Primary School Children ◽  
Logical Thinking ◽  
Surrounding World ◽  
Research Activities ◽  
Primary Schoolchildren

The article reveals the results of research on the design of the educational process, which provides productive search and research activities of younger students. The problems arising for students in the course of solving educational problems in the lessons of mathematics and the surrounding world are analyzed. The value of search, research for the intellectual development of primary school children is revealed. Special attention is paid to the formation of logical thinking, speech-reasoning, methods of forming the student’s ability to control and self-control.

INTELLECTUAL ABILITIES OF STUDENTS WITH AN ADDICTIVE TENDENCY TO LISTEN TO MUSIC

2021 ◽  
pp. 32-40
Author(s):  
Plokhikh V.V. ◽  
Kadukha O.S.
Keyword(s):  
Hip Hop ◽  
Intellectual Development ◽  
Semantic Processing ◽  
Musical Style ◽  
Musical Rhythm ◽  
Dependent Behavior ◽  
Intellectual Abilities ◽  
In Series ◽  
Sense Of Reality ◽  
Intellectual Activities

Purpose. The purpose of the researchis to determine the features of the connection of intellectual abilities with addictive manifestations of passion for listening to music in students. Methods. The subjects were 57 students. In an empirical study, the following methods were used: “The scale of Progressive Matrices” by J. Raven; “Simple analogies”; scale “Sports and music fanaticism” from the method “Tendency to dependent behavior” by V.D. Mendelevich. Passion for listening to music was determined using a research questionnaire. We performed statistical analysis of empirical data using correlation analysis (according to Spearman), the Mann-Whitney criterion u, and the Fisher criterion φ*. Results. Analysis of the results according to the method of V.D. Mendelevich allowed us to identify a problem subgroup with an increased predisposition and a high probability of musical dependence in the group of subjects (22 people). We have found that for the studied group, the highest problems are: the frequency of listening to music at leisure (U = 235,5; p = 0,022); desired expressiveness of the musical rhythm (U = 271,5; p = 0,039); frequency of loss of time perception when listening (U = 237,0; p = 0,012); frequency of listening to works in the rock styles (φ* = 1,73; p = 0,042) and hip-hop (φ* = 1,8; p = 0,036). Manifestations of musical addiction correlate with: the use of music to raise the mood (r = 0,289; p = 0,029); the desired sound volume (r = 0,258; p = 0,053); the frequency of “immersion in yourself” when listening (r = 0,350; p = 0,008). The feedback of musical addiction with indicators of intellectual development in Series A (r = −0,280; p = 0,035) and C (r = −0,370; p = 0,005) methods of J. Raven. We have determined that the use of music for intellectual concentration correlates with the overall indicator of problem-solving, according to J. Raven (r = 0,260; p < 0,051) and with the effectiveness of searching for simple analogies (r = 0,303; p < 0,022). Conclusions. The severity of addictive manifestations among studied students about listening to music is directly related to a decrease in the effectiveness of intellectual functions. Those functions aim at determining the relationships and principles of development of the analyzed structural organization. Music contributes to students’ concentration in intellectual activities, but excessive listening to music for mental concentration contributes to the loss of a person’s sense of reality and conscious control over actions when immersed in a flowing state.Key words: thinking, memory, semantic processing of information, musical style, state of consciousness, passion for listening to music. Мета дослідження – визначення особливостей зв’язку інтелектуальних здібностей з адиктивними проявами щодо захопленості прослуховуванням музики у студентів. Методи. Досліджуваними виступили 57 студентів. В емпіричному дослідженні були використані такі методики: «Шкала прогресивних матриць» Дж. Равена; «Прості аналогії»; шкала «Спортивний та музичний фанатизм» із методики «Схильність до залежної поведінки» В.Д. Менделевича. Захопленість прослуховуванням музики визначалася за допомогою дослідницької анкети. Статистичний аналіз емпіричних даних проводився з використанням кореляційного аналізу (за Спірменом), критерію U Манна – Уітні, критерію φ* Фішера. Результати. Аналіз результатів за методикою В.Д. Менделевича дозволив виокремити у групі досліджуваних проблемну підгрупу з підвищеною схильністю та високою ймовірністю музичної залежності (22 особи). Встановлено, що для досліджуваних проблемної групи вище значення показників: частота прослуховування музики на дозвіллі (U = 235,5; p = 0,022); бажана виразність музичного ритму (U = 271,5; p = 0, 039); частота втрати відчуття плину часу у процесі прослуховування (U = 237,0; p = 0,012); частота прослуховування творів у стилях рок (φ* = 1,73; p = 0,042) і хіп-хоп (φ* = 1,8; p = 0,036). Прояви музичної адикції корелюють із: використанням музики для підняття настрою (r = 0,289; p = 0,029); бажаною гучністю звучання (r = 0,258; p = 0,053); частотою «занурення в себе» під час прослуховування (r = 0,350; p = 0,008). Встановлено зворотний зв’язок музичної адикції з показниками інтелектуального розвитку в серіях А (r = −0,280; p = 0,035) та С (r = −0,370; p = 0,005) методики Дж. Равена. Визначено, що використання музики для інтелектуальної зосере-дженості корелює із загальним показником вирішення завдань за Дж. Равеном (r = 0,260; p < 0,051) та з результативністю пошуку простих аналогій (r = 0,303; p < 0,022). Висновки. Виразність адиктивних проявів у студентів-досліджуваних щодо прослуховування музики прямо пов’язана зі зниженням ефективності інтелектуальних функцій, спрямованих на визначення взаємозв’язків та принципів розбудови аналізованої структурної організації. Музика сприяє зосередженості студентів в інтелектуальній діяльності, але надмірне прослуховування музики для розумової зосередженості сприяє втраті особою відчуття реальності та свідомого контролю над діями під час занурення в потоковий стан.Ключові слова: мислення, пам’ять, смислова переробка інформації, музичний стиль, стан свідомості, захопленість прослуховуванням музики

Prevalence and Risk Factors of Internet Addiction (IA) Among National Primary School Children in Malaysia

2019 ◽  
Vol 18 (6) ◽  
pp. 1560-1571 ◽  
Author(s):  
Siti Umi Fairuz Azmi ◽  
Noorzurani Robson ◽  
Sajaratulnisah Othman ◽  
Ng Chong Guan ◽  
Mohamad Rodi Isa
Keyword(s):  
Risk Factors ◽  
Primary School ◽  
School Children ◽  
Internet Addiction ◽  
Primary School Children

scholarly journals Coping with Negative Emotions in Younger Schoolchildren with Disabilities

2021 ◽  
Vol 2021 (1) ◽  
pp. 32-42
Author(s):  
Mikhail Simkin ◽  
Lyudmila Kurganova ◽  
Zhanna Fomina
Keyword(s):  
Primary School ◽  
Special Needs ◽  
School Children ◽  
School Environment ◽  
Negative Emotions ◽  
Primary School Children ◽  
Internal Conflicts ◽  
School Anxiety ◽  
Theoretical Approaches ◽  
Series Of Experiments

The article describes theoretical approaches to understanding the emotional sphere of primary school children with disabilities. The research featured the means of relieving negative emotions in younger schoolchildren with special needs. The goal was to identify and test the possibilities of emotional relief in this category of children. The authors determined the situations that can trigger negative emotions in children with special needs during various activities. The negative manifestations of the emotional sphere resulted from the difficulties of adaptation to a school environment, increased school anxiety, and internal conflicts. The authors also conducted a series of experiments to test various methods of emotional relief and their consequences. The methods of targeted influence proved quite efficient.

scholarly journals ANALYSIS OF LANGUAGE SKILLS IN PRIMARY SCHOOL CHILDREN (STUDY DEVELOPMENT OF CHILD PSYCHOLOGY OF LANGUAGE)

2018 ◽  
Vol 2 (1) ◽  
pp. 35
Author(s):  
Dida Firmansyah
Keyword(s):  
Primary School ◽  
School Children ◽  
School Environment ◽  
Child Psychology ◽  
Primary School Children ◽  
School Age Children ◽  
Language Abilities ◽  
Elementary School Age ◽  
Age Range ◽  
Study Development

The skills and development of children's language are unique to observe, the researchers found several cases of varying language abilities in the age range of 6-12 years old who are still in primary school. From the perspective of child development psychology, the findings are influenced by several factors that are directly or indirectly related to the child's life. On the basis of this background, the researchers made an analysis of the results of observation of primary school children in the age range of 6-12 years with the object of research made randomly. The result of the data obtained by the researcher is that the elementary school age children have significant differences in the ability to speak in the school environment and outside the school environment.

scholarly journals Creativity Assessment of Primary School Children by the Tests, Teachers’ Ratings, and Self-estimates

2017 ◽  
Vol 4 (7) ◽  
pp. 08-12
Author(s):  
Svetlana Petrova ◽  
Elena Shcheblanova
Keyword(s):  
Primary School ◽  
School Children ◽  
Cognitive Abilities ◽  
Creative Thinking ◽  
School Achievement ◽  
Work Organization ◽  
Primary School Children ◽  
Creativity Assessment ◽  
Personal Variables ◽  
Intellectual Abilities

Development of the child’s creativity is recognized as one of the main objectives in education. Our study aimed to investigate the relations of the objective and subjective indicators of creativity with intellectual and personal variables in 240 primary school children (aged 7-8 and 9-10). We used Teachers' Checklist of children’s abilities; The Torrance Test of Creative Thinking; Group Inventory for Finding Talent; Cognitive Abilities Tests; school achievement. The results show positive correlation between the teachers' ratings of intelligence and creativity in both ages, but not between the intelligence and creativity test-scores. The teachers' creativity ratings also did not correspond to the pupils’ creativity self-estimates because the teachers mostly orientated towards intellectual abilities and work organization skills of the children. The data demonstrate the need to integrate subjective and objective information to evaluate multifaceted children’s creativity.    Keywords: creativity;  intelligence; school children; teachers;

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