scholarly journals Gender differences of academic burnout and academic engagement among Korean elementary school students

2013 ◽  
Vol 18 (4) ◽  
pp. 477-497 ◽  
Author(s):  
조주연 ◽  
Kim Myoung-So
Keyword(s):  
Gender Differences ◽  
Elementary School ◽  
Elementary School Students ◽  
Academic Engagement ◽  
School Students ◽  
Academic Burnout

The Effects of Check-In/Check-Out on Problem Behavior and Academic Engagement in Elementary School Students

2014 ◽  
Vol 17 (1) ◽  
pp. 28-38 ◽  
Author(s):  
Leila M. Miller ◽  
Brad A. Dufrene ◽  
Heather E. Sterling ◽  
D. Joe Olmi ◽  
Erica Bachmayer
Keyword(s):  
Elementary School ◽  
Problem Behavior ◽  
Elementary School Students ◽  
Academic Engagement ◽  
School Students

Development of Music Creativity among Elementary School Students

2003 ◽  
Vol 51 (4) ◽  
pp. 278-288 ◽  
Author(s):  
Mark T. Kiehn
Keyword(s):  
Gender Differences ◽  
Elementary School ◽  
Elementary School Students ◽  
Test Scores ◽  
Grade Level ◽  
Creative Thinking ◽  
Growth Stage ◽  
School Students ◽  
Level Difference ◽  
Two Measures

The purpose of this study was to compare the music improvisational creativity of students in Grades 2, 4, and 6. Randomly selected participants ( N = 89) were given two measures of creativity, the Vaughan Test of Musical Creativity and the Torrance Tests of Creative Thinking (figural form). Two independent judges scored responses on the Vaughan test to determine music improvisational creativity. A significant grade-level difference emerged for music creativity scores, with Grade 2 students scoring significantly lower than Grade 4 and 6 students. Results of the study may indicate a music creativity growth stage exists from Grade 2 to 4, followed by a developmental leveling (no significant change in test scores) between Grade 4 and Grade 6. There also were significant gender differences for music creativity test scores, with boys scoring higher than girls. Finally, a weak but statistically significant correlation was found between music creativity and figural creativity.

scholarly journals Potential Predictors of Psychological Wellbeing in Elementary School Students

Children ◽  
2021 ◽  
Vol 8 (9) ◽  
pp. 798
Author(s):  
Jun Chen ◽  
Xiaozan Wang ◽  
Shijun Wu ◽  
Jiarong Zhong ◽  
Weiyun Chen
Keyword(s):  
Gender Differences ◽  
Elementary School ◽  
Cognitive Function ◽  
Elementary School Students ◽  
Cardiorespiratory Fitness ◽  
Regression Models ◽  
Total Sample ◽  
Psychological Wellbeing ◽  
Linear Regression Models ◽  
School Students

Background: This study aimed to investigate the association of elementary school students’ manipulative skill competency, cardiorespiratory fitness, and cognitive function with psychological wellbeing (PWB), as well as whether the association had gender differences. Methods: Participants were 291 fourth-grade students (166 boys vs. 125 girls; mean age = 9.770 years old; SD = 0.584) at two elementary schools from the province of Henan in China. The students’ soccer skills in manipulative skill competency were assessed using the PE Metric Assessment Rubric, cardiorespiratory fitness was assessed by means of the PACER 15 m test, and cognitive function and PWB were assessed using the d2 test of attention and Warwick–Edinburgh Mental Wellbeing Scale, respectively. Data were analyzed with descriptive statistics and multiple linear regression models. Results: The result of linear regression models showed that soccer skills, cardiorespiratory fitness, and cognitive function were collectively associated with PWB for the total sample (F (5, 285) = 3.097, p < 0.01), boys (F (5, 160) = 1.355, p < 0.01), and girls (F (5, 119) = 2.132, p < 0.01). Furthermore, the standardized regression coefficients (β) indicated that cardiorespiratory fitness was the only significant contributor to PWB for the total sample (β = 0.119, t = 2.021, p < 0.05), but not for boys and girls. Soccer skills and cognitive function were not individual significant contributors to PWB for the total sample, boys, and girls. Conclusions: Cardiorespiratory fitness was significantly associated with PWB, and there were no gender differences in the relationship of manipulative skill competency, cardiorespiratory fitness, and cognitive function with PWB in elementary school students. This study provides empirical evidence that improving cardiorespiratory fitness is an important intervention strategy to promote elementary school students’ PWB.

Gender differences in writing self-beliefs of elementary school students.

1999 ◽  
Vol 91 (1) ◽  
pp. 50-61 ◽  
Author(s):  
Frank Pajares ◽  
M. David Miller ◽  
Margaret J. Johnson
Keyword(s):  
Gender Differences ◽  
Elementary School ◽  
Elementary School Students ◽  
School Students

scholarly journals GIFTEDNESS AND ACADEMIC ACHIEVEMENT AS DETERMINANTS OF COMPETENCE SELF-PERCEPTION IN ELEMENTARY SCHOOL STUDENTS

2019 ◽  
pp. 55-80
Author(s):  
Anela Hasanagić ◽  
Asmir Zukić ◽  
Nina Bulajić
Keyword(s):  
Academic Achievement ◽  
Gender Differences ◽  
Elementary School ◽  
Elementary School Students ◽  
Economic Status ◽  
Gifted Children ◽  
Self Perception ◽  
School Students ◽  
Behavioral Competence ◽  
School Competence

Conducting this research, we wanted to explore the competence self-perception in gifted elementary school students and to compare different aspects of gifted and non-gifted children’s self-perception. In addition to this, we investigated gender differences as well as the correlation between self-perception and academic achievement. The research sample comprised 62 participant, 31 gifted and 31 non-gifted children aged 10 to 15. A matched participant design was used and the controlling variables were: academic achievement in the current and previous grades, gender and a socio-economic status. All the participants were tested by two instruments: The Socio-Demographic instrument and the Self-Perception Profile for Children developed by Susan Harter (1985), which measures six aspects of self-perception (competencies): school competence, social competence, sports competence, physical competence, behavioral competence and general self-perception. The results showed that the highest level of students’ competence was observed for the school competence aspect, then behavioral one, followed by general self- concept, while a lower level of physical and sports competence was reached. Furthermore, there is a statistically significant correlation between most of the personal competence sub-scales, except between sports competence on the one hand, and school competence and behavioral competence, on the other hand. This implies that competence self- perception is the construct comprised of different interrelated aspects and if one shows a tendency for positive self-perception in one aspect; most probably that person will have positive self- perception in another as well. No statistically significant differences were found between the gifted and the non-gifted children, which means that giftedness is not an important factor of self-perception. Also, gender differences were significant only among the gifted children where the boys perceived themselves as more competent in the social and physical aspects.

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