scholarly journals The influence of atmosphere of mealtime at home upon children's feeling of self-esteem-for elementary school children in 5th grade and 6th grade junior high school students 2nd grade-

2008 ◽  
Vol 19 (2) ◽  
pp. 132-141 ◽  
Author(s):  
Yuko Naruse ◽  
Keiko Tomita ◽  
Kimiko Ohtani
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
School Children ◽  
Junior High School ◽  
Elementary School Children ◽  
Self Esteem ◽  
Junior High School Students ◽  
School Students ◽  
5Th Grade

Growth Changes in Morphological and Mechanical Properties of Human Patellar Tendon in Vivo

2014 ◽  
Vol 30 (3) ◽  
pp. 415-422 ◽  
Author(s):  
Keitaro Kubo ◽  
Takanori Teshima ◽  
Norikazu Hirose ◽  
Naoya Tsunoda
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Patellar Tendon ◽  
School Children ◽  
Junior High School ◽  
Elementary School Children ◽  
Junior High ◽  
Junior High School Students ◽  
School Students

The purpose of this study was to compare the morphological and mechanical properties of the human patellar tendon among elementary school children (prepubertal), junior high school students (pubertal), and adults. Twenty-one elementary school children, 18 junior high school students, and 22 adults participated in this study. The maximal strain, stiffness, Young’s modulus, hysteresis, and cross-sectional area of the patellar tendon were measured using ultrasonography. No significant difference was observed in the relative length (to thigh length) or cross-sectional area (to body mass2/3) of the patellar tendon among the three groups. Stiffness and Young’s modulus were significantly lower in elementary school children than in the other groups, while no significant differences were observed between junior high school students and adults. No significant differences were observed in maximal strain or hysteresis among the three groups. These results suggest that the material property (Young’s modulus) of the patellar tendons of elementary school children was lower than that of the other groups, whereas that of junior high school students was already similar to that of adults. In addition, no significant differences were observed in the extensibility (maximal strain) or viscosity (hysteresis) of the patellar tendon among the three groups.

scholarly journals Influencing factors of aggressive behavior among left-behind junior high school students: structural equation model

2020 ◽  
Author(s):  
Yi-Fei Li ◽  
Jie Zhang ◽  
Juan Li ◽  
Yi-Ping Chen ◽  
Si-Lan Yang ◽  
...  
Keyword(s):  
High School ◽  
High School Students ◽  
Aggressive Behavior ◽  
Junior High School ◽  
Structural Equation ◽  
Junior High ◽  
Self Esteem ◽  
Junior High School Students ◽  
School Students ◽  
Left Behind

Abstract Background High aggressive behavior will harm the physical and mental health of children, and the probability of aggressive behaviors among left-behind junior high school students is significantly higher than that of non-left-behind ones, but the systematic research and intervention measures concerning the aggressive behavior of the left-behind junior high school students quite deficient at present. This study adopts the structural equation model to analyze the interrelationship and action modes of various factors affecting the aggressive behavior of the left-behind junior high school students to provide scientific basis for the mitigation and prevention of their aggressive behavior. Methods A structural equation model was constructed based on data from a cross-sectional survey of 751 left-behind junior high school students using Adolescent Self-rating Life Events Checklist, Rosenberg Self-Esteem Scale, Resilience Scale for Chinese Adolescents, Coping Style Questionnaire, and Buss-Warren Aggression Questionnaire. Results Self-esteem, resilience, positive coping, negative coping and household income have different direct or indirect effects on the aggressive behavior of left-behind junior high school students. Among them, self-esteem, resilience, positive coping and negative coping are the important mediating factors between life events and aggressive behavior of left-behind junior high school students. Conclusions Parents, teachers and temporary guardians in the care of left-behind children should try to avoid possible adverse effects that the life events have on the children, meanwhile should also through effective psychological intervention and social support, improving the self-esteem, psychological resilience and positive coping tendencies of left-behind children, in order to reduce or prevent their aggressive behaviors.

Analyses of interest and recognition of necessity on soil by elementary school pupils and junior high school students based on a questionnaire survey on soil in Japan

2020 ◽  
Author(s):  
Hideaki Hirai ◽  
Mitsuru Toma ◽  
Ikuko Akahane
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Junior High School ◽  
Questionnaire Survey ◽  
Rice Field ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Forest Park

<p>Focusing on the number of the word “soil” in the field of science in the national guideline of Japan, it has been decreasing almost every ten years. Also, soil is taught inorganically and organic aspect is not treated in the field of science of the recent curriculum (Hirai et al. 2011). On the other hand, as urbanization is proceeding, people are gathering into city where the places with soil are scarce. Under such circumstances it would be important to analyze an interest and recognition of necessity on soil of elementary school pupils and junior high school students who are engaged with the present educational guideline. Therefore, soil education committee of Japanese Society of Soil Science and Plant Nutrition made a decision to conduct a questionnaire survey on soil in 2015. The questions in the questionnaire are; Q1. Are there places with soil around where you live, such as a rice field, forest, park or garden? Q2. Would you like to have places with soil around where you live? Q3. If you replied that you preferred to have a place with soil, what are your reasons? Q4. If you answered that you preferred not to have places with soil around in Q2, what are your reasons? Q5. In what situations have you touched soil? Q6. Circle all of the functions of soil that you think are useful in the lives of people, animals and plants which you are familiar with. Q7. Would you like to know more about soil? After the questionnaire survey, it was revealed that the questionnaire was answered by 5,396 pupils in the elementary schools and 3,472 students in the junior high schools. The results were partly summarized as follows: 1) The percentage of those who replied “I would like to have as many as possible” for Q2 decreased with increasing grade. The highest value was 48.3 % of 1<sup>st</sup> grader of elementary school, while the lowest was 27.5 % of 3<sup>rd</sup> grader of junior high school. The recognition of necessity on soil would be decreasing with increasing age. 2) The percentage of those who replied Q5 with “When working with flower pots” decreased with increasing grade. The highest value was 71.0 % of 1<sup>st</sup> grader of the elementary school, while the lowest was 23.1 % of 3<sup>rd</sup> grader of junior high school. Moreover, almost the same tendency was observed for “When taking a class at school”, that is, the highest value was 69.6 % of 1<sup>st</sup> grader of elementary school, while the lowest was 27.1 of 3<sup>rd</sup> grader of junior high school. 3) The percentage of those who replied “I would like to know as much as possible about soil” for Q7 decreased with increasing age. The highest value was 66.1 % of 2<sup>nd</sup> grader of elementary school, while the lowest value was 14.5 % of 3<sup>rd</sup> grader of junior high school.</p>

Repeated Presentation of Stimuli and Production of Original Responses by Children

1973 ◽  
Vol 36 (1) ◽  
pp. 173-174 ◽  
Author(s):  
Joe Khatena
Keyword(s):  
High School ◽  
Elementary School ◽  
High School Students ◽  
Elementary School Students ◽  
Junior High School ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Repeated Presentation ◽  
Verbal Stimuli

Form I of the Children's Version of Onomatopoeia and Images was administered to 107 elementary school students and Form II to 100 junior high school students. Their responses to 4 presentations of 5 verbal stimuli showed progressive mean gains in originality scores with the greatest gains occurring on the first repetition.

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