Fallacious Gender Differences on the Projective Drawing Test for Assessment of Emotional Behavioral Problems among Elementary School Children

2017 ◽  
Vol 29 (4) ◽  
pp. 1225-1244
Author(s):  
Sunghee An
Keyword(s):  
Gender Differences ◽  
Elementary School ◽  
School Children ◽  
Behavioral Problems ◽  
Elementary School Children ◽  
Projective Drawing ◽  
Drawing Test

scholarly journals Relationship between classroom social goal structures, gender, and social outcomes in Japanese elementary school children

2018 ◽  
Vol 39 (5) ◽  
pp. 435-453 ◽  
Author(s):  
Kazuhiro Ohtani ◽  
Ryo Okada
Keyword(s):  
Gender Differences ◽  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Social Outcomes ◽  
Goal Structure ◽  
Social Goal ◽  
Goal Structures ◽  
Classroom Adjustment ◽  
The Impact

This study examines the interaction between gender and classroom social goal structures and the impact they have on children's prosocial behaviors and classroom adjustment. Specifically, classroom social goal structures (consisting of prosocial and compliance goal structure) are the degree to which focal social goals are presented in classrooms. Numerous previous studies have tested the gender differences in social outcomes; however, the results of such past studies have been mixed, as some detected gender differences while others did not. This suggests the existence of moderator variables. Consequently, in this research, we focused on classroom-level moderators in the relationship between gender and social outcomes. We analysed a sample of 3,609 Japanese public elementary school children from 114 classrooms, and we detected the presence of cross-level interactions and found that classroom social goal structures can promote or degrade boys' social outcomes.

scholarly journals The Effect of Life Skills Training of Mothers of Elementary School Children on Childhood Behavioral Problems

2013 ◽  
Vol 2 (2) ◽  
pp. 76-79
Author(s):  
Fatemeh Tork-Ladani ◽  
Maryam Esmaeili ◽  
Mahgol Tavakoli ◽  
Azam Heshmati ◽  
Saeideh Mahdavi ◽  
...  
Keyword(s):  
Elementary School ◽  
School Children ◽  
Behavioral Problems ◽  
Life Skills ◽  
Elementary School Children ◽  
Skills Training ◽  
Control Group ◽  
Case Group ◽  
Cluster Sampling ◽  
Life Skills Training

Introduction: The purpose of this research was to evaluate the effect of life skills training of mothers of elementary school children on behavioral problems of children in Isfahan.Methods: In a cross-sectional study, individuals were enrolled by a multistage cluster sampling from 5 educational districts in Isfahan and 90 students who had behavioral problems were distinguished and included. The individuals were divided into case and control groups. The life skills were presented to the mothers of the case group during 9 sessions. Groups were compared regarding pre-test and post-test results.Results: The results showed that life skills training of mothers in the case group caused significant decrease in behavioral problems of children in comparison with the control group (P<0.05).Conclusion: This study demonstrated that life skill knowledge can help mothers to control their children’s behavioral problems and these sessions are suggested to be presented routinely at elementary schools.

The Use of the Vandenberg and Kuse Mental Rotation Test in Children

2012 ◽  
Vol 33 (1) ◽  
pp. 62-67 ◽  
Author(s):  
Nady Hoyek ◽  
Christian Collet ◽  
Patrick Fargier ◽  
Aymeric Guillot
Keyword(s):  
Middle School ◽  
Gender Differences ◽  
Elementary School ◽  
Mental Rotation ◽  
School Children ◽  
Elementary School Children ◽  
Middle School Children ◽  
Mental Rotation Test ◽  
Rotation Test ◽  
Underlying Causes

Previous studies found that children are able to perform mental rotation (MR) tasks with a gender difference from the age of 4. More recently, gender differences in MR were also reported in infancy. However, different kinds of paradigms and stimuli were used. The present study investigates whether the Vandenberg and Kuse Mental Rotation Test (VMRT; Vandenberg & Kuse, 1978 ) as well as another similar 2-dimensional stimuli test may be used with elementary and middle-school children, and whether gender differences are evidenced. Results show that boys outperform girls in the middle-school group only. Elementary school children encountered difficulties solving both the VMRT and 2D MR tests. The data confirmed recent results showing that gender differences in the VMRT performance were found at age 10. We further concluded that the VMRT and 2D MR tests may not be well-designed for elementary-school children. Further investigations should focus on gender differences in MR for children younger than 9 years old as well as on the underlying causes of such difference, using other experimental paradigms.

scholarly journals Gender Differences in Attention Adaptation after an 8-Week FIFA 11+ for Kids Training Program in Elementary School Children

Children ◽  
2021 ◽  
Vol 8 (9) ◽  
pp. 822
Author(s):  
Chia-Hui Chen ◽  
Ghazi Rekik ◽  
Yosra Belkhir ◽  
Ya-Ling Huang ◽  
Yung-Sheng Chen
Keyword(s):  
Gender Differences ◽  
Elementary School ◽  
School Children ◽  
Divided Attention ◽  
Elementary School Children ◽  
Exercise Intervention ◽  
Focused Attention ◽  
Group Comparison ◽  
School Based ◽  
Attentional Performance

School-based exercise intervention is recognized as an optimal tool for enhancing attentional performance in healthy school children. However, gender differences in the training adaptation regarding attentional capacities have not been elucidated clearly in the current literature. This study aimed to investigate the effects of an 8-week Fédération Internationale de Football Association (FIFA) 11+ for Kids training program on attentional performance in schoolboys and girls. Based on a quasi-experimental design, fifty-two children registered in year five of elementary school were assigned into the following groups: training boys (n = 13), training girls (n = 13), control boys (n = 13), and control girls (n = 13). The training groups undertook an 8-week FIFA 11+ Kids intervention with a training frequency of five times per week, whereas the control groups were deprived of any exercise during the study period. All the participants maintained their regular physical activity and weekly physical education (PE) lessons (two 50-min lessons per week of school curriculum) during the training period. The Chinese version of the Attention Scale for Elementary School Children (ASESC) test was used for attentional assessment at the baseline and one week after the interventional period. The Kruskal–Wallis H test was used for between-group comparison, whereas the Wilcoxon signed-rank test was used for within-group comparison. Significant differences in total scale, focused attention, selective attention, and alternating attention were found in group comparisons (p < 0.001). Furthermore, the training children significantly increased their values in relation to total scale, focused attention, sustained attention, and selective attention (p < 0.05). Only training girls significantly improved their divided attention after the training period (p < 0.001, MD = −0.77, ES = −0.12). In conclusion, the FIFA 11+ for Kids is an effective school-based exercise intervention for attentional improvement in school children. The schoolgirls demonstrated a positive outcome regarding divided attention after the interventional period.

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