Motor skills as a predictor of adaptive behaviour of pupils – pilot study

2017 ◽  
Vol 4 (6) ◽  
pp. 202-209
Author(s):  
Ludmila Miklankova
Keyword(s):  
Pilot Study ◽  
Primary School ◽  
Motor Skills ◽  
Growth And Development ◽  
Optimal Growth ◽  
Self Concept ◽  
Adaptive Behaviour ◽  
Important Indicator ◽  
School Class ◽  
The Relationship

The level of motor skills is an important indicator of a child’s optimal growth and development. Shortcomings in this area can cause a gradual decrease in the child’s activity in the school group, which negatively effects the child’s adaptive behaviour. The aim of this pilot study was to analyse the relationship between the level of motor skills and the ability to adapt in a given social group – school class. The research group obtained 110 pupils of primary school aged 9–11. The data about adaptive behaviour skills were collected by Piers-Harris Children’s Self-Concept Scale 2. The level of motor skills was monitored by TGMD-2 test. The research was authorised by the ethical committee of the pedagogical faculty at Olomouc. The aimed development of motor skills could lead to adaptation of pro-social behaviour also in older age categories. The data were collected within the Project IGA_PdF_2017_002. Keywords: Motorics, primary school, readjustment, children

scholarly journals Adaptační kurz jako nástroj změny sociálních vztahů ve třídním kolektivu

2017 ◽  
Vol 11 (1) ◽  
pp. 128-134
Author(s):  
Lucie Kalkusová
Keyword(s):  
Pilot Study ◽  
Primary School ◽  
Social Relationships ◽  
Positive Impact ◽  
Future Research ◽  
Team Dynamics ◽  
School Class ◽  
Before And After ◽  
Whole Class

The article contributes to the illustration of the importance of outdoor courses for development of social relationships in school classes. Following text is a pilot study for future research. The research sample consisted of 17 pupils of Grade 6 primary school, average age 11.24 years, who participated on a three-day outdoor course. The course focused on the development of team dynamics, cooperation and social relationships. The participants filled in the same questionnaire before and after the course which enabled to compare the changes. The questionnaires were based on rating all classmates according to the preferential relationships. The strength of these relationships was transformed visually in sociomaps showing the structure of social relationships. The sum of ratings given by the whole class increased from 1583 before to 1751 points after the course. The general colour of sociomap changed after the course showing increased sympathies between the classmates after the course. Sociomapping showed to be a useful and lucid method for illustration of positive impact of the outdoor course for the development of social relationships in the school class.

Relationship between self-supporting behaviors and self-concept among primary school students in China

2013 ◽  
Vol 41 (8) ◽  
pp. 1245-1251 ◽  
Author(s):  
Hui Ling ◽  
Yang-Mei Luo ◽  
Jian-Ren Zhang
Keyword(s):  
Primary School ◽  
The Self ◽  
Self Concept ◽  
Primary School Students ◽  
School Students ◽  
The Relationship ◽  
Tennessee Self Concept Scale

Our aim in this study was to explore the relationship between self-supporting behaviors and self-concept among primary school students in China. Participants were 193 primary school students in grades 5 and 6 who completed the Self-supporting Behaviors Questionnaire for Children Aged 6-12 (SBQ 6-12) and the Tennessee Self-concept Scale (TSCS). We divided the responses into two groups of a high self-supporting group, consisting of the highest 27% of the SBQ 6-12 total scores, and a low self-supporting group consisting of the lowest 27% of the total scores. The high self-supporting group got significantly higher scores than did the low self-supporting group in all subscales of the TSCS. All scores for subscales of the TSCS were significantly and positively correlated with scores for all dimensions of the SBQ 6-12. Thus, the children's self-supporting behaviors were closely related to their self-concept. The higher the level of self-supporting behavior, the more positive was the child's self-concept.

Self-Concept and Academic Achievement in Botswana Primary School-Leaving Examinations

1987 ◽  
Vol 65 (1) ◽  
pp. 71-75 ◽  
Author(s):  
Tuntufye S. Mwamwenda ◽  
Bernadette B. Mwamwenda
Keyword(s):  
Academic Achievement ◽  
Academic Performance ◽  
Social Studies ◽  
Primary School ◽  
Subject Matter ◽  
Self Concept ◽  
National Examinations ◽  
The Subject ◽  
The Relationship ◽  
Better Than

The objective of this study was to examine the relationship between pupils' self-concepts and their performance on the Botswana Primary School-leaving Examinations. Pupils with high self-concepts scored significantly better than pupils with low self-concepts in their over-all performance as well as in the subject matter examined, namely, Mathematics, English, Science, and Social Studies. The sample included 2559 (1517 girls and 1042 boys) pupils of standard seven drawn from a stratified random sample of 51 schools across Botswana. Their ages ranged from 12 to 14 yr., with a mean of 13.9 yr. Self-concept was measured by Self-appraisal Scale and their academic performance was based on the scores obtained in the final national examinations.

scholarly journals The relationship between academic self-concept and professional interests of final grade primary school students

2018 ◽  
Vol 50 (1) ◽  
pp. 135-157
Author(s):  
Zorica Barjaktarov ◽  
Goran Opacic
Keyword(s):  
Primary School ◽  
Self Concept ◽  
Primary School Students ◽  
School Students ◽  
School Subjects ◽  
The Social ◽  
Relationship Of ◽  
The Relationship ◽  
Linear Correlations

In the eighth grade of primary school, students make their first decisions on further education and profession. These decisions are influenced by interests, as well as the assessments of one?s own competence in different domains of activity. The aim of this research is to determine the structure of the relationship between academic self-concept and professional interests. The sample of respondents is convenient and includes 286 eight-grade primary school students. For the purposes of the research, we constructed the instruments for the assessment of academic self-concept on the level of school subjects and professional interests, devised in accordance with the Holland?s RIASEC model. All scales had satisfactory psychometric properties. Using linear correlations and canonical correlation analysis, we attempted to determine whether the relationship between professional interests and academic self-concept suits the classification of school subjects according to Holland?s RIASEC themes. Linear correlations have partially confirmed the assumed relationships between the two constructs. Four pairs were extracted by the canonical correlation analysis, reflecting: 1) the global relationship between the two constructs; 2) the relationship of self-concept in foreign language, Serbian language and literature, art and music mostly with the artistic interest type, but also the social and conventional type; 3) the relationship of self-concept in biology, chemistry, but also history, with the investigative interest type; 4) for the most part, the relationship of self-concept in physical education and physics with the social and enterprising interest type. Although it has been confirmed that there is a positive relationship between the two constructs within Holland?s RIASEC themes, the assumed classification of school subjects depicts the relationships between the two sets of variables only in the simplified form. The contribution of this research is in enhancing the understanding of the relationship between the factors of educational and professional development.

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