Attitudes toward School as Related to Nongrading and Intelligence

1973 ◽  
Vol 33 (3) ◽  
pp. 739-742 ◽  
Author(s):  
Jack M. Hicks ◽  
Kay T. Edwards ◽  
Arnold D. Sgan
Keyword(s):  
Elementary Schools ◽  
Analysis Of Variance ◽  
School Children ◽  
Significant Interaction ◽  
Attitudes Toward School ◽  
Clear Cut ◽  
Public Elementary Schools ◽  
Average Intelligence ◽  
Better Than

This investigation compared attitudes toward school of nongraded and graded school children. Participants were 117 pupils enrolled in two public elementary schools in the same district. Both above and below average intelligence groups were represented. An analysis of variance showed that brighter children liked school better than less bright children. There was also a significant interaction reflecting more favorable attitudes in nongraded than in graded schools for less intelligent pupils but less favorable attitudes in nongraded than in graded schools for more intelligent pupils. It was speculated that more clear-cut symptoms of recognition provided by graded programs enhanced morale for brighter pupils but lowered morale for less bright pupils.

A Comparison of Depression in Children with and without Mothers

2006 ◽  
Vol 99 (2) ◽  
pp. 619-629 ◽  
Author(s):  
Neriman Aral ◽  
Figen Gürsoy ◽  
Hatice Dizman
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
School Counselors ◽  
School Children ◽  
Elementary School Children ◽  
Fifth Grade ◽  
Economic Level ◽  
Public Elementary Schools ◽  
Significant Difference

The present research investigated depression in children with and without mothers. Differences in depression scores were tested by gender, socio-economic level, the cause of not having a mother, and the age of separation. The sample included 300 fourth and fifth grade elementary school children. Among them, there were 150 children (68 boys and 82 girls) who were living with their mothers and 150 (68 boys and 82 girls) who did not live with their mothers. Each group had an equal number of students ( n = 50) representing three different socio-economic levels (i.e., low, middle, high). Students in the sample came from 39 different public elementary schools. Children's ages varied between 10 and 12 years ( M = 10.8, SD = .6). Teachers, administrators, and school counselors were asked to identify children without mothers. The children who were living with their mothers were randomly chosen. Results showed significant differences in depression between the two groups of children. Furthermore, there was a significant difference by socio-economic level. Depression of children without mothers is significantly associated with the cause of not having a mother and the age when the child was separated from the mother.

Sex Differences in Performance on Three Novel Continuous Response Tasks

2002 ◽  
Vol 95 (1) ◽  
pp. 49-56 ◽  
Author(s):  
Peter Klavora ◽  
John G. Esposito
Keyword(s):  
Sex Differences ◽  
Analysis Of Variance ◽  
Repeated Measures ◽  
Significant Interaction ◽  
Complex Task ◽  
Men And Women ◽  
Continuous Response ◽  
First Time ◽  
Better Than ◽  
And Task

The Dynavision apparatus was used to assess psychomotor differences between men and women first-time users. Subjects, 50 men and 76 women, were tested on three 60-sec. Dynavision response tasks of graded difficulty. An analysis of variance with repeated measures indicated that men performed significantly better than women on all tasks. Performances on all tasks were also significantly different from each other within both sexes ( p ≤.05). Furthermore, a significant interaction between sex and task was based on a greater drop in performance on the most complex task for women than for men.

Rhythmic Ability in Children and the Effects of Age, Sex, and Tempo

2007 ◽  
Vol 104 (3) ◽  
pp. 901-912 ◽  
Author(s):  
Niki Mastrokalou ◽  
Dimitris Hatziharistos
Keyword(s):  
Elementary Schools ◽  
Public Elementary Schools ◽  
Motor Experience ◽  
Fast Tempo ◽  
Movement Frequency ◽  
Slow Tempo ◽  
Accuracy Performance ◽  
Maintenance Performance ◽  
Better Than

The aim of the study was to investigate the differentiation, if any, of young children's rhythmic ability that movement frequency (tempo), sex, and age produce. Rhythmic ability was analyzed into its two components, namely, rhythmic accuracy and rhythmic maintenance. The study compared the effect of two tempos, sex, and age on rhythmic accuracy and rhythmic maintenance and examined the association between them. The sample was 170 children (85 boys and 85 girls) between 6 to 9 years old ( M = 7.9, SD = 0.9), who were attending the first three grades of public elementary schools in Athens, Greece, and had no extracurricular sports experience. There were no significant differences in performance on rhythmic accuracy and rhythmic maintenance between boys and girls for fast and slow tempos, while age was a significant differentiating factor at the slow tempo but not at the fast tempo. Rhythmic accuracy and rhythmic maintenance performances were better at the fast tempo than at the slow one. Rhythmic accuracy performance was better than rhythmic maintenance performance at both tempos. These findings lead to the conclusion that further examination of rhythmic ability performance is required, focusing on aspects of rhythmic maintenance under different tempos and across all children's ages, with varying motor experience.

A Developmental Study of Intonation Recognition

1968 ◽  
Vol 11 (4) ◽  
pp. 825-832 ◽  
Author(s):  
Marilyn M. Corlew
Keyword(s):  
Significant Interaction ◽  
Multiple Choice ◽  
Semantic Content ◽  
First Grade ◽  
Choice Test ◽  
Developmental Study ◽  
Multiple Choice Test ◽  
The Third ◽  
Matching Test ◽  
Better Than

Two experiments investigated the information conveyed by intonation from speaker to listener. A multiple-choice test was devised to test the ability of 48 adults to recognize and label intonation when it was separated from all other meaning. Nine intonation contours whose labels were most agreed upon by adults were each matched with two English sentences (one with appropriate and one with inappropriate intonation and semantic content) to make a matching-test for children. The matching-test was tape-recorded and given to children in the first, third, and fifth grades (32 subjects in each grade). The first-grade children matched the intonations with significantly greater agreement than chance; but they agreed upon significantly fewer sentences than either the third or fifth graders. Some intonation contours were matched with significantly greater frequency than others. The performance of the girls was better than that of the boys on an impatient question and a simple command which indicates that there was a significant interaction between sex and intonation.

A Controlled Study of Sensation Awareness and Verbal Disclosure for Regulation of Arousal and Anxiety

1992 ◽  
Vol 74 (1) ◽  
pp. 307-320 ◽  
Author(s):  
Stephen R. Scholle
Keyword(s):  
Multivariate Analysis ◽  
Analysis Of Variance ◽  
State Anxiety ◽  
Significant Interaction ◽  
Controlled Study ◽  
Multivariate Analysis Of Variance ◽  
Directed Attention ◽  
Self Talk ◽  
Anxiety Levels

Interactions of attention and verbalization were investigated for effects of self-reported arousal and state-anxiety. Levels of verbalization from silence through talking-without-a-listener to disclosure were compared while self-directed attention was manipulated for sensation versus general thoughts and feelings. Following a stimulus, disclosure of sensations was expected to reduce state anxiety and increase energetic arousal significantly more than disclosure of thoughts. Based on a randomly assigned sample of 120 men, a 3 × 2 × 2 multivariate analysis of variance indicated a significant interaction in the predicted directions. A significant interaction was also found for the 3 × 2 interaction for energetic arousal. For state anxiety means were in the predicted direction. Results indicate that verbalization of sensations is more energizing and calming than silence, while for general thought, silence is more energizing and calming than verbalization. The results suggest efficacy in reframing self-talk to quiet awareness and in communicating sensed distinctions as they emerge.

Inadvertent Exemplars: Life History Portraits of Two Socially Just Principals

2012 ◽  
Vol 22 (1) ◽  
pp. 79-115 ◽  
Author(s):  
Martin Scanlan
Keyword(s):  
Social Justice ◽  
Life History ◽  
Elementary Schools ◽  
Middle Class ◽  
Life Histories ◽  
Public Elementary Schools ◽  
White Middle Class ◽  
English Speaking ◽  
Native English Speaking

This study creates life history portraits of two White middle-class native-English-speaking principals demonstrating commitments to social justice in their work in public elementary schools serving disproportionately high populations of students who are marginalized by poverty, race, and linguistic heritage. Through self-reported life histories of these principals, I create portraits that illustrate how these practitioners draw motivation, commitment, and sustenance in varied, complicated, and at times contradictory ways.

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