The Correlation between Elementary School Students' Process Environment and Energy Saving Attitudes and Behaviors

Effectiveness of video game addiction prevention using ludo game for elementary school studentsPurposeThis study aimed to determine the effectiveness of ‘Ludo game’ for increasing knowledge, attitudes, and behaviors of elementary school students concerning video-game addiction.MethodsThe research was a quasi-experimental study with pre and post tests and a control group design. The subjects were 99 elementary school students who were divided into treatment groups (two groups of intervention) and a control group. The data were collected using a questionnaire of knowledge, attitudes and behavior. Data analysis used paired t-test and analysis of variance (ANOVA) with significance level of 95% (p <0.05). ResultsThe characteristics of the study subjects in all three groups before the intervention were normally distributed. Paired t-test results showed that the ludo game and interactive lectures can improve knowledge, attitudes, and behaviors. However, there was no significant difference of knowledge, attitudes, and behaviors through Ludo compared to health education through interactive lectures in health education delivery. ConclusionLudo game and interactive lectures together can effectively improve the knowledge, attitudes, and behavior of elementary school students. Health education through ludo games was no more effective than the interactive lecture methods in increasing the knowledge, attitudes, and behavior of students on the prevention of video-game addictions.

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LET’S TALK FOOD: ELEMENTARY SCHOOL STUDENTS’ PERCEPTIONS OF SCHOOL AND HOME FOOD ENVIRONMENT AND THE IMPACT OF THE HARVEST OF THE MONTH PROGRAM ON THEIR DIETARY ATTITUDES AND BEHAVIORS

International Journal of Child Youth and Family Studies ◽

10.18357/ijcyfs83/4201718075 ◽

2018 ◽

Vol 8 (3/4) ◽

pp. 154 ◽

Cited By ~ 1

Author(s):

Amanda Margolin ◽

Keiko Goto ◽

Cindy Wolff ◽

Stephanie Bianco

Keyword(s):

Elementary School ◽

Focus Groups ◽

Elementary School Students ◽

Healthy Eating ◽

Low Income ◽

Food Environment ◽

School Students ◽

Attitudes And Behaviors ◽

And Behaviors ◽

The Impact

This study aimed to further knowledge about elementary school students’ views on food environment, and the effects of the Harvest of the Month (HOTM) program on their dietary attitudes and behaviors. Three focus groups were conducted with a total of 24 fourth, fifth, and sixth grade students from low-income schools in northern California who received the National School Lunch Program and HOTM during the school year. Focus groups were tape-recorded, transcribed, and coded for specific themes. Following the intervention, participants expressed a desire for more healthy food options in the school cafeteria and wanted to receive more school and family support for healthy eating. The HOTM program created a positive environment that appeared to influence their dietary attitudes and behaviors, peer and family perceptions of healthy eating, and participants’ attitudes toward their schools. Specifically, cooking demonstrations, tasting activities, and take-home recipes provided them with a means to share with their parents what they had learned about fruits and vegetables. School food policy interventions may become more effective if they are combined with interventions based on nutrition education. Future research should focus on exploring effective and synergistic ways of implementing both types of interventions among children.

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Knowledge, Attitudes, and Behaviors of Elementary School Students Regarding Sun Exposure and Skin Cancer

Pediatric Dermatology ◽

10.1111/j.1525-1470.2009.00908.x ◽

2009 ◽

Vol 26 (5) ◽

pp. 529-535 ◽

Cited By ~ 23

Author(s):

Panta Rouhani ◽

Yisrael Parmet ◽

Ann G. Bessell ◽

Tamika Peay ◽

Alina Weiss ◽

...

Keyword(s):

Elementary School ◽

Skin Cancer ◽

Elementary School Students ◽

Sun Exposure ◽

School Students ◽

Attitudes And Behaviors ◽

And Behaviors

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Socio-Cultural Impact of Energy Saving: Studying the Behaviour of Elementary School Students in Greece

Sustainability ◽

10.3390/su10030737 ◽

2018 ◽

Vol 10 (3) ◽

pp. 737 ◽

Cited By ~ 5

Author(s):

Sideri Lefkeli ◽

Evangelos Manolas ◽

Konstantinos Ioannou ◽

Georgios Tsantopoulos

Keyword(s):

Elementary School ◽

Energy Saving ◽

Elementary School Students ◽

Cultural Impact ◽

School Students

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A Mindfulness-Based Intervention Pilot Feasibility Study for Elementary School Students With Severe Learning Difficulties: Effects on Internalized and Externalized Symptoms From an Emotional Regulation Perspective

Journal of Evidence-Based Complementary & Alternative Medicine ◽

10.1177/2156587216683886 ◽

2016 ◽

Vol 22 (3) ◽

pp. 473-481 ◽

Cited By ~ 9

Author(s):

Catherine Malboeuf-Hurtubise ◽

Eric Lacourse ◽

Geneviève Taylor ◽

Mireille Joussemet ◽

Leila Ben Amor

Keyword(s):

Learning Disabilities ◽

Elementary School ◽

Problem Behaviors ◽

Conduct Problems ◽

Elementary School Students ◽

Assessment System ◽

School Students ◽

And Behaviors ◽

Anxiety Depression ◽

The Impact

Objective. Students with severe learning disabilities often show signs of anxiety, depression, and problem behaviors such as inattention and conduct problems. Mindfulness-based interventions (MBIs) in school settings constitute a promising option to alleviate these co-occurring symptoms. This pilot study aimed to evaluate the impact of an MBI on symptoms and behaviors of elementary school students with severe learning disabilities. Method. A one-group pretest-posttest design was used. The sample comprised 14 students aged 9 to 12 years with special education needs. Both student-report and teacher-report of the Behavior Assessment System for Children, Second Edition were used. Results. Repeated-measures analyses of variance revealed a significant impact of the MBI on symptoms and behaviors such as anxiety, depression, inattention, aggression, and conduct problems. Effect sizes for all variables were considered large (partial η2 = .31-.61). Conclusion. These preliminary results indicate that MBIs can reduce the frequency of symptoms and problem behaviors often found in children with learning disabilities in elementary schools. Further multiple baseline experimental trials with a long-term follow-up are warranted to establish more robustly the effect of MBIs for children with learning disabilities.

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