The Longitudinal relationship of elementary students' happiness, school adaptation, and math performance ability

2021 ◽  
Vol 21 (20) ◽  
pp. 378-386
Author(s):  
Cheonjin Park ◽  
Hyewon Chung
Keyword(s):  
Elementary Students ◽  
Math Performance ◽  
School Adaptation ◽  
Performance Ability ◽  
Relationship Of

The Relationship of Sensory Integrative Development to Achievement in Elementary Students: Four-Year Longitudinal Patterns

1998 ◽  
Vol 18 (3) ◽  
pp. 105-127 ◽  
Author(s):  
L. Diane Parham
Keyword(s):  
Elementary Students ◽  
Sensory Integration ◽  
Unexpected Finding ◽  
Handicapped Children ◽  
Longitudinal Patterns ◽  
Longitudinal Investigation ◽  
Reverse Pattern ◽  
Perceptual Abilities ◽  
Relationship Of ◽  
The Relationship

This longitudinal investigation evaluated the relationship of sensory integrative development to achievement. It was hypothesized that perceptual abilities would be strongly related to achievement when participants were 6 to 8 years of age, but not 4 years later. Participants (32 school-identified learning handicapped children and 35 non-learning handicapped children) were administered the Sensory Integration and Praxis tests and the Kaufman Assessment Battery for Children. As predicted, sensory integrative factors were strongly related to arithmetic achievement at younger ages, and the strength of the association declined with age. The reverse pattern was found for reading: sensory integration was not significantly related to concurrent reading achievement at younger ages, but was related to later reading. An unexpected finding was the strength of the relationship of the sensory integrative factors, particularly Praxis, to arithmetic achievement.

Behavioral Regulation, Visual Spatial Maturity in Kindergarten, and the Relationship of School Adaptation in the First Grade for a Sample of Turkish Children

2016 ◽  
Vol 118 (2) ◽  
pp. 353-371 ◽  
Author(s):  
Serap Özer
Keyword(s):  
Public Schools ◽  
First Grade ◽  
Important Variable ◽  
Behavioral Regulation ◽  
Turkish Children ◽  
School Adaptation ◽  
Visual Spatial ◽  
Private And Public ◽  
Relationship Of ◽  
The Relationship

Behavioral regulation has recently become an important variable in research looking at kindergarten and first-grade achievement of children in private and public schools. The purpose of this study was to examine a measure of behavioral regulation, the Head Toes Knees Shoulders Task, and to evaluate its relationship with visual spatial maturity at the end of kindergarten. Later, in first grade, teachers were asked to rate the children ( N = 82) in terms of academic and behavioral adaptation. Behavioral regulation and visual spatial maturity were significantly different between the two school types, but ratings by the teachers in the first grade were affected by children’s visual spatial maturity rather than by behavioral regulation. Socioeducational opportunities provided by the two types of schools may be more important to school adaptation than behavioral regulation.

Rumination as a Moderating Effect Between Math Computation and Executive Function Skills in Elementary Students

2020 ◽  
pp. 082957352097308
Author(s):  
Melissa Kang ◽  
Anne-Claude Bedard ◽  
Rhonda Martinussen
Keyword(s):  
Executive Function ◽  
Executive Functions ◽  
Elementary Students ◽  
School Psychologists ◽  
Coping Strategy ◽  
Math Performance ◽  
Mathematical Ability ◽  
It Impacts ◽  
The Relationship ◽  
Insight Into

Although students with stronger executive functions (EFs) tend to do better on math computation (MC) assessments than students with weaker EFs, stressful testing situations may lower or affect their mathematical ability. Rumination is one maladaptive coping strategy that can negatively affect EF processes, but little is known about how it impacts the relationship between EFs and MC. This study aimed to examine the relationship between students’ performance on a standardized MC task and ratings of EF ability as a function of their level of rumination. In a sample of students from Grades 4 to 6 ( n = 72, mean age = 10.74), there was an interaction between EF scores and rumination in predicting MC. Students with weaker EF scores demonstrated worse math performance than students with stronger EF scores. Interestingly, their level of rumination moderated this association. Specifically, EF difficulties were only associated with less proficient MC performance among high ruminators; this association was not observed among those students reporting low rumination levels. For school psychologists, these findings provide insight into the potential causes of poor MC performance among students with average or better EFs.

scholarly journals Time as a measure: Elementary students positioning the hands of an analog clock

2018 ◽  
Vol 4 (1) ◽  
pp. 188-214 ◽  
Author(s):  
Darrell Earnest ◽  
Alicia C. Gonzales ◽  
Anna M. Plant
Keyword(s):  
Elementary Students ◽  
Student Performance ◽  
The United States ◽  
Current Treatment ◽  
Mathematics Standards ◽  
Length Measure ◽  
Hands On ◽  
K 12 ◽  
Relationship Of ◽  
The Relationship

Elementary students have difficulty with the topic of time. The present study investigated students’ actions to position hour and minute hands on an analog clock to indicate particular times of the day. Using one-on-one interviews with students in Grades 2 and 4 (n = 48), we analyzed whether students were more accurate for one hand indicator (hour or minute) versus the other as well as their solution approaches as they positioned each hand. We first present a quantitative analysis of student performance to document whether hour and minute hands posed differential challenges for students as they positioned hands to indicate particular times. Results indicate the hour hand is significantly more challenging to position accurately than the minute hand. Students’ solutions reflected varied approaches, including consideration of the quantitative hour-minute multiplicative relationship, attention to part-whole relations, and matching numbers from the provided time to numerals on the clock. We discuss implications for theory and instruction, including the relationship of time to length measure learning trajectories and the current treatment of time in K-12 mathematics standards for the United States.

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