scholarly journals Interconnection of Theoretical Thinking Development and General Intellectual Abilities in Gifted Primary School Students

2014 ◽  
Vol 6 (2) ◽  
pp. 172-187
Author(s):  
S.S. Ermakov
Keyword(s):  
Primary School ◽  
Gifted Students ◽  
Diagnostic Techniques ◽  
Intellectual Ability ◽  
Gifted Children ◽  
Primary School Students ◽  
School Students ◽  
Study Results ◽  
Intellectual Abilities ◽  
Theoretical Thinking

The article presents the results of a study of the development of the theoretical foundations of the way of thinking in gifted primary school students and its relationship with intellectual ability. We provide the analysis of connection of theoretical thinking development and general intellectual abilities during studying in primary school in gifted students. We assume that the result of solving problems in theoretical thought is linked with the level of intelligence in gifted children. Based on the results of this study, we obtained an idea of the extent to which theoretical thinking diagnostic techniques can be used to identify gifted students in elementary school. Analysis of the study results also showed that the results obtained by the methods of diagnosis of the theoretical level of thinking can be the basis for the implementation of the indicative forecast of the intellectual abilities of gifted students in the next few years.

scholarly journals Diagnosis of the Level of Development of Theoretical Thinking in Intellectually Gifted Younger Students

2014 ◽  
Vol 6 (2) ◽  
pp. 116-128 ◽  
Author(s):  
S.S. Ermakov
Keyword(s):  
Elementary School ◽  
Primary School ◽  
Intellectual Development ◽  
Diagnostic Techniques ◽  
Intellectual Ability ◽  
Primary School Students ◽  
School Students ◽  
Intellectual Abilities ◽  
Theoretical Thinking ◽  
Moscow School

We describe the development of the theoretical thinking in primary school students and its relationship with intellectual ability in gifted children in elementary school (I-IV classes). We analyze the relation of theoretical thinking development to general intellectual abilities in gifted younger students (students of the Moscow school № 1514) and in general secondary school pupils. Based on this study, we obtained an idea of the extent to which the development of the theoretical level of thinking among primary school students may be an indicator of their general intellectual abilities, both present and potential. The author suggests that the result of solving problems in theoretical thought is directly linked with the level of intelligence in gifted students. Diagnostic techniques of theoretical way of thinking can be used to identify elementary school students with a high level of intellectual development and to predict the further development of their intellectual abilities.

Intellectual Abilities and Processes: An Exploratory Study with Implications for Person-Teaching Method Interactions

1979 ◽  
Vol 23 (1) ◽  
pp. 83-92 ◽  
Author(s):  
Geoffrey N. Molloy ◽  
J. P. Das
Keyword(s):  
Primary School ◽  
Cognitive Ability ◽  
Hierarchical Model ◽  
Teaching Method ◽  
Primary School Children ◽  
Future Research ◽  
Primary School Students ◽  
School Students ◽  
Apparent Lack ◽  
Intellectual Abilities

The present study examines some relationships pertaining to socioeconomic status (SES) and cognitive ability patterns of primary school children. Specifically the purpose of the study was to explore the relative merits of an hierarchical theory of two levels of cognitive ability, in contrast to a process scheme, positing two parallel modes of coding information. The subjects were 120 grade 4 primary school students. Analyses of the data are supportive of a simultaneous-successive process distinction and provide little confirmation for the hierarchical model. Some suggestions for the apparent lack of support for the hierarchical model are presented and implications for future research are considered.

scholarly journals Using self-assessment instruction to develop primary school students’ self-esteem in inclusive practice in Kazakhstan

2021 ◽  
Vol 16 (4) ◽  
pp. 1631-1642
Author(s):  
Almagul Kalykbayeva ◽  
Akmaral Satova ◽  
Akbota Autayeva ◽  
Ainur Ospanova ◽  
Aigul Suranchina ◽  
...  
Keyword(s):  
Primary School ◽  
Special Needs ◽  
Inclusive Education ◽  
Self Esteem ◽  
Special Educational Needs ◽  
Primary School Students ◽  
School Students ◽  
Self Assessment ◽  
Average Value ◽  
Study Results

The article presents an analysis of an experimental work. The purpose of the article is to analyze the effect of special self-assessment instruction on the self-esteem level of primary school students with and without special needs. The study’s participants were the students of inclusive classes of two state schools in Almaty (Kazakhstan). A total of 283 students participated in the study, 17 of whom were students with special educational needs (SEN), and 266 – students without SEN. The study was conducted in the form of a quasi-experimental study. For the data analysis, the quantitative method of analysis was used. In analyzing the data, descriptive statistics (average value, standard deviation) as well as the non-parametric paired samples t-test and McNemar criterion tests were used. The study results showed a positive effect of self-assessment instruction on the students’ level of self-esteem with and without SEN.   Keywords: self-assessment, students, primary school, special needs, inclusive education

scholarly journals THE INFLUENCE OF INTERACTIVE LEARNING ON THE LEVEL OF MENTAL DEVELOPMENT OF JUNIOR SCHOOLCHILD

2020 ◽  
Vol 6 (12) ◽  
pp. 80-91
Author(s):  
Svitlana Podlisna ◽  
Keyword(s):  
High School Students ◽  
Primary School ◽  
Junior High School ◽  
Interactive Learning ◽  
Mental Development ◽  
Psychological Support ◽  
Intellectual Ability ◽  
Primary School Students ◽  
School Students ◽  
High Level

The article considers the influence of interactive learning and constant psychological support on the level of mental development of a junior schoolchild. The analysis of literature sources showed that interactive learning as a specific form of organization of cognitive activity, promotes the manifestation of internal potential, optimizes the mental development of primary school students, creates comfortable learning conditions in which each student feels his success and intellectual ability. It is substantiated that the game, as one of the types of interactive learning, plays an important role in working with younger students, because the game is an extremely powerful tool for developing the abilities of primary school students. The experiment involved 366 junior high school students, namely: 111 students of the experimental class of parallel "B" of the primary school of the first stream, 129 students of the experimental class of parallel "B" of the primary school of the second stream and 126 students of the control class of parallel "A" of the second stream. The following methods were used: 1) Phillips school anxiety test; 2) sociometric method (J. Moreno); 3) proofreading test "Ring of Landolt" (selectivity of attention); 4) methods for studying the concentration and stability of attention (modification of the Pieron-Roser method); 5) methods for determining the mental development of junior high school students EF Zambatsevichene. It is determined that modern children need a completely different approach to education and upbringing. learning, in which each student feels his success and intellectual ability. The influence of interactive learning on: the formation of a high level of motivation to learn and the level of cohesion of class groups; to improve selectivity and concentration; to improve logical and mechanical memory, reduce anxiety in younger students. It is concluded that an effective means of developing the mental abilities of primary school students are new methods of interactive learning, including psychological play in combination with constant psychological support. It was determined that . From this we can conclude about the effectiveness of the latest methods of interactive learning and psychological support for the development of the personality of primary school children. Based on the results of the study, the impact of interactive learning on: reducing the level of anxiety in younger students; on the formation of a high level of motivation for learning and the level of cohesion of class groups; on the selectivity and concentration of attention; to improve logical and mechanical memory. Based on the obtained results, methodological recommendations for primary school teachers were developed and tested in order to ensure the positive impact of interactive learning on the development of the personality of primary school students. Prospects for further research are the improvement of interactive teaching methods, including psychological games and their further implementation in the educational process of secondary schools.

Examining the association of grit with test emotions among Hong Kong Chinese primary school students

2018 ◽  
Vol 39 (5) ◽  
pp. 510-525 ◽  
Author(s):  
Jesus Alfonso D. Datu ◽  
Ricci W. Fong
Keyword(s):  
Hong Kong ◽  
Primary School ◽  
Hong Kong Chinese ◽  
Emotional States ◽  
Primary School Students ◽  
School Students ◽  
Study Results ◽  
Beneficial Impact ◽  
High Consistency ◽  
Cluster 2

Passion and perseverance for long-term goals or grit has been linked to various indices of educational success such as academic achievement, engagement, and motivation. Despite the nascent evidence regarding the beneficial impact of grit, previous investigations adopted a variable-centered approach which could not explore how individuals with different profiles of grit may differ in terms of academic outcomes. The current research aimed to build on the existing grit literature through examining the linkage of grit to test emotions using a person-centered approach among 1,051 Hong Kong Chinese primary school students. Results of cluster analyses showed that there were three naturally-occurring profiles of grit (Cluster 1 = High Perseverance and High Consistency; Cluster 2 = High Perseverance and Low Consistency; Cluster 3 = Low Perseverance and High Consistency) in the present study. Results of the multivariate analysis of variance (MANOVA) demonstrated that students who belonged to Cluster 2 had the highest scores on hope and lowest scores on anxiety and shame. The results imply that espousing high perseverance of effort and low consistency of interest is associated with higher levels of positive activating emotions and reduced levels of negative activating emotional states when taking academic tests.

scholarly journals The effects of parent's educational involvement, school attitudes and some family related factors on the primary school students' national level assesment test scores

2011 ◽  
Vol 1 (2) ◽  
pp. 69-79 ◽  
Author(s):  
Cemalettin İpek
Keyword(s):  
Primary School ◽  
Test Scores ◽  
National Level ◽  
Data Gathering ◽  
School Attitudes ◽  
Primary School Students ◽  
School Students ◽  
Related Factors ◽  
Study Results ◽  
Educational Involvement

The study aims to investigate the effects of parent's educational involment, school attitudes and some family related factors on the primary school students' National Level Assessment test scores. The study was conducted on 522 primary school students and their families in Çayeli subprovince. Two different scales, parental involvement scale and scool attitudes scale (Can, 2008), were used as data gathering instruments in the study. Study results indicated that parents' educational involvement and school attitudes levels varied based on the primary school students' National Level Assessment test scores. Moreover, it was revealed that the primary school students' National Level Assessment test scores varied significantly based on fathers' educational level and occupation. However, the study results indicated that the number of children in the family did not affect the primary school students' National Level Assessment test scores.

Impact of CSR on learning outcomes

2018 ◽  
Vol 29 (6) ◽  
pp. 1026-1041 ◽  
Author(s):  
Shiv Nath Sinha ◽  
Tushar Chaudhari
Keyword(s):  
Primary School ◽  
Learning Outcomes ◽  
Linear Regression Analysis ◽  
Learning Outcome ◽  
The State ◽  
Primary School Students ◽  
School Students ◽  
Content Type ◽  
Study Results ◽  
The Impact

PurposeThe purpose of this paper is to examine the impact of CSR initiative of ITC Limited on the stakeholders especially impact on the learning outcome of primary school students. The research further attempts to discover the level of impact of CSR on learning outcomes.Design/methodology/approachThe data were collected from the rural areas of Pune in the state of Maharashtra and Mysuru in the state of Karnataka in India. The total number of data collected was 227. The data were collected with the help of self-administered questionnaires via personal visits to the schools using systematic random sampling method. Parametric test,t-test is used to test research hypothesis. Multiple linear regression analysis is performed to identify which aspects have better contribution towards overall impact level of the CSR program.FindingsThe study results clearly underscore the impact of firm’s CSR activities on the stakeholders. The study findings suggest a significant impact of CSR on the stakeholder, primarily on the learning outcome of the primary school students.Practical implicationsThe study offers a new insight for the CSR heads of companies who are planning and implementing CSR initiatives of companies for widespread impact on the stakeholders. This study addresses the concerns of business managers and CSR heads to prove the potential of CSR initiatives and the measurement of the value generated for the society through CSR interventions.Originality/valueThe previously conducted research works have explored the impact of CSR on financial performance, organizational stability, employee turnover, customer retention, etc. This study advances existing body of knowledge beyond developed western economies by exploring the value of CSR in India and its impact on the stakeholders. This study finds the impact of CSR initiative on learning outcome. The study makes a novel contribution by not only determining the impact of CSR on learning outcome but also by going a step further to unfurl the various underlying factors which contribute towards the overall impact.

scholarly journals Theoretical thinking development in conditions of student working process with the special computer methodology

2020 ◽  
pp. 229-239
Author(s):  
Dmitriy V. Lubovsky ◽  
Andrey A. Titov
Keyword(s):  
Pilot Study ◽  
Primary School ◽  
Educational Activity ◽  
Primary School Students ◽  
Working Process ◽  
School Students ◽  
Educational Activities ◽  
City School ◽  
Moscow City ◽  
Theoretical Thinking

This article describes a pilot study of the theoretical thinking of primary school students in conditions of educational cases solving. The cases are based on the math concept of the multiplicity of numbers. The study hypothesizes that students can transfer the solving principle of a mathematic case to a game case in specially organized conditions of educational activity. The experiment is based on our special developmental method “The Train”. The study involved 10 children aged from 8 to 10 years from Moscow city School No. 1505 “Preobrazhenskaya”. The main characteristics of the behavior and strategies of students in the framework of the gameplay are revealed. The article describes the phenomena that testify to the development of the foundations of the theoretical thinking of primary school students in the context of educational activities using special computer methodology, and it also outlines the prospect of the further research.

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