scholarly journals EFs and Motivation Uniquely Predict Children's Academic Development in CIV

2021 ◽  
Author(s):  
Jenna Elizabeth Finch ◽  
Sharon Wolf ◽  
Guilherme Lichand
Keyword(s):  
Executive Functions ◽  
Primary School ◽  
Self Regulation ◽  
School Students ◽  
Middle Income ◽  
School Year ◽  
Motivation For Learning ◽  
Numeracy Skills ◽  
Children's Literacy ◽  
Low And Middle Income

The role of executive function skills and motivation in supporting children’s academic achievement is well-documented, but the vast majority of evidence is from high-income countries. Classrooms in low- and middle-income countries tend to be large, teacher-driven, and lecture-focused, which may provide extra challenges for children to stay engaged in the learning process. Based in self-regulated learning theory, we tested the contributions of executive functions and motivation for children’s literacy and numeracy skills over one school year. Our preregistered study of 2,500 primary school students in Cote d’Ivoire used cross-lagged models with a robust set of demographic covariates. Executive functions were directly assessed and children reported on their levels of motivation for schooling. Findings indicated unique effects of executive functions and motivation for changes in children’s literacy and numeracy skills over the school year. Overall, these results provide evidence for the importance of non-academic skills for children’s learning in a low- and middle-income context. Implications include improving the quality of primary school experiences to promote opportunities to practice self-regulation skills and increase motivation for learning.

scholarly journals Peningkatan Keterampilan Berbicara Melalui Proses Penerapan Metode Bermain Peran Siswa Kelas IV SDNegeri 03 Merigi Semester I Tahun 2015/2016

Jurnal PGSD ◽  
2018 ◽  
Vol 11 (2) ◽  
pp. 145-164
Author(s):  
Latifah Latifah
Keyword(s):  
Data Collection ◽  
Primary School ◽  
Fourth Grade ◽  
Role Playing ◽  
Learning Ability ◽  
School Students ◽  
School Year ◽  
Fourth Grade Students ◽  
Speaking Skill ◽  
Speaking Skills

This research attempted to study the problem of (1) How to improve the skill of V grade students of Primary School 03 Merigi Regency Kepahiang school year 2015/2016 in learning ability of speaking, and (2) How to change the behavior of fourth grade students Primary School 03 Years of Kepahiang Regency year teaching 2015/2016 in learning to speak after being given a learning by applying a role playing method.The purpose of this study is to describe the effort to improve the speaking skill and behavioral change of class IV students of Primary School 03 Merigi District Kepahiang Regency by learning to talk about application of role playing method. The variables in this study are the variables of improving the students' speaking skills. Data collection at the preliminary stage uses test techniques, while data collection at cycle 1 and cycle II uses test and nontes techniques. The results of the study were analyzed by quantitative and qualitative techniques.The result of this study shows that after the learning - learning method, the application of the class role of the fourth - grade class student of the Primary School of Primary School 03 Merigi Kepahiang Regency from the value of cycle I to cycle II up to cycle III increased. From the implementation of each cycle, the value is 41.35 in cycle I, and 62.65 in cycle II then 76.5 in cycle III. Improving student-speaking skills is also followed by changes in behavior and interest and student activity. From the results of the student-speaking skill study, it can be concluded that the ability of fourth grade elementary school students 03 Merigi District of Kepahiang Regency improved after following the learning process talking with the application of role playing method.

Primary School Students’ Cognitive Styles and Their Achievement in English as a Foreign Language

2016 ◽  
Vol 7 (5) ◽  
pp. 851 ◽  
Author(s):  
Ebrahim Khodadady ◽  
Nader Bagheri ◽  
Zeinab Charbgoo
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Primary Schools ◽  
Cognitive Styles ◽  
Future Research ◽  
Primary School Students ◽  
School Students ◽  
School Year ◽  
Field Independent ◽  
Field Dependent

This study explored the relationship between cognitive styles and achievement in English as a foreign language (EFL). To this end, the Goodenough-Harris Drawing Test, consisting of draw a woman test (DAWT) and draw a man test (DAMT), was administered to 658 grade two, three and four students who had registered in Imam Reza primary schools in Mashhad, Iran. The DAWT and DAMT were marked by two raters and averaged to have a more comprehensive measure of the students’ conceptualization of human figure called draw a person test (DAPT). The mean score on the DAPT was utilized to assign the participants to field-dependent and field-independent groups. The participants’ scores on the oral and written examinations held in the middle and end of school year were also obtained from their schools and averaged to get a total test score as an indicator of EFL achievement. The correlational analysis of the data established a significant relationship between cognitive styles and oral and total EFL achievement. Neither the field-dependent nor field-independent genus of cognitive styles related to the achievement. The independent samples ttest, however, showed that the field-independent primary school students’ EFL achievement was significantly higher than their FD counterparts. The results are discussed and suggestions are made for future research.

Maternal and Paternal Cognitive Engagement and Children’s Literacy Skills in 25 African Countries

2019 ◽  
Vol 45 (8) ◽  
pp. 603-638
Author(s):  
Elif Dede Yildirim ◽  
Jaipaul L. Roopnarine
Keyword(s):  
Literacy Skills ◽  
High Income ◽  
Letter Recognition ◽  
Book Reading ◽  
African Countries ◽  
Middle Income ◽  
Middle Income Countries ◽  
Children's Literacy ◽  
Paternal Engagement ◽  
Low And Middle Income

There is increasing interest in promoting positive parenting to improve childhood development in low- and middle-income countries. Following propositions in parenting and cultural-ecological frameworks about the importance of early parent-child engagement in fostering children’s literacy skills, we used the UNICEF Multiple Indicator Surveys to assess the associations between maternal and paternal book reading, storytelling, and naming/counting and early literacy skills in 90,397 families and their preschool-aged children in 25 low- and middle-income African countries. Individual participant data meta-analysis indicated strong associations between maternal and paternal engagement in reading, storytelling, and naming/counting and children’s letter recognition, reading simple words, and recognizing symbols. Preschool enrollment and maternal education consistently moderated the associations between maternal and paternal engagement activities and children’s literacy skills. These findings are in agreement with those found in the high-income countries and have implications for the transferability of parenting practices from high-income to low- and middle-income countries in efforts to improve the early academic skills of young children.

scholarly journals Learning to make informed health choices: Protocol for a pilot study in schools in Barcelona

F1000Research ◽  
2020 ◽  
Vol 8 ◽  
pp. 2018
Author(s):  
Laura Martínez García ◽  
Pablo Alonso-Coello ◽  
Laia Asso Ministral ◽  
Clara Ballesté-Delpierre ◽  
Carlos Canelo Aybar ◽  
...  
Keyword(s):  
Pilot Study ◽  
Primary School ◽  
Ad Hoc ◽  
Randomised Trial ◽  
Primary School Children ◽  
Cluster Randomised Trial ◽  
Structured Interviews ◽  
School Students ◽  
School Year ◽  
Health Choices

Introduction: The Informed Health Choices (IHC) project has developed learning resources to teach primary school children (10 to 12-year-olds) to assess treatment claims and make informed health choices. The aim of our study is to explore both the students’ and teachers’ experience when using these resources in the context of Barcelona (Spain). Methods: During the 2019-2020 school year, we will conduct a pilot study with 4 th and 5 th-year primary school students (9 to 11-year-olds) from three schools in Barcelona. The intervention in the schools will include: 1) a workshop with the teachers, and 2) lessons to the students. The data collection will include: 1) assessment of the IHC resources by the teachers before the lessons, 2) non-participatory observations during the lessons, 3) semi-structured interviews with the students after a lesson, 4) assessment of the lessons by the teachers after a lesson, 5) treatment claim assessment by the students at the end of the lessons, and 6) assessment of the IHC resources by the teachers at the end of the lessons. We will use ad hoc questionnaires and guides to register the data. We will perform a quantitative and qualitative analysis of the data to explore understandability, desirability, suitability, usefulness, facilitators and barriers of the resources. The most relevant results will be discussed and some recommendations on how to use, how to adapt (if needed), and how to implement the IHC resources to this context will be agreed. The findings of the contextualization activities could inform the design of a cluster-randomised trial, to determine the effectiveness of the IHC resources in this context prior to scaling-up its use. Ethical considerations: The study protocol has obtained an approval exemption from the Ethics Committee of the Hospital de la Santa Creu i Sant Pau (Barcelona, Spain).

scholarly journals PSYCHOLOGICAL ASPECTS OF VERBAL FEEDBACK FROM THE STUDENTS´ POINT OF VIEW

2021 ◽  
Vol 10 (2) ◽  
pp. 94-110
Author(s):  
Veronika Pekarova ◽  
Lenka Kolcunova ◽  
Estera Koverova ◽  
Eva Rajcaniova ◽  
Robert Tomsik ◽  
...  
Keyword(s):  
Primary School ◽  
Positive Emotions ◽  
First Grade ◽  
Point Of View ◽  
Psychological Aspects ◽  
Second Grade ◽  
Verbal Feedback ◽  
School Students ◽  
School Year ◽  
And Gender

The presented research was focused on the opinions of students on verbal feedback which they received during the distance form of education implemented in the school year 2019/2020 as a reaction to the COVID-19 pandemic. The aim of the research was to find out how students perceive verbal feedback in comparison with other forms of assessment and to examine its psychological aspects with regard to the primary school grade and gender. The research involved 309 primary school students who were administered the questionnaire developed by the authors of the study. Students in the first grade of primary school showed a greater interest in verbal feedback, which was also associated with higher efficiency, motivation, positive emotions, and perceived it as fairer and more important, compared to students in the second grade, who tended more towards the classification. How the students liked the verbal feedback was related to whether they liked going to school and also to what emotions the verbal feedback evoked in them. At the same time, the positive emotions associated with verbal feedback were also related to the degree of its effectiveness. In general verbal feedback was perceived positively and caused positive emotions.

scholarly journals Study Protocol: Transitions, a school based intervention to promote digital citizenship in low- and middle income secondary school students in Perú

2021 ◽  
Author(s):  
Lucía Magis-Weinberg ◽  
Estelle Berger ◽  
Christopher Gys ◽  
Ronald Dahl
Keyword(s):  
Children And Adolescents ◽  
Digital Media ◽  
Low Cost ◽  
Developmentally Appropriate ◽  
Well Being ◽  
Digital Citizenship ◽  
School Students ◽  
Multiple Wave ◽  
Middle Income ◽  
Low And Middle Income

Despite the increase in digital media adoption among youth growing up in low and middle income countries, there is an insufficient understanding of adaptive and risky online practices within these settings. There is also a dearth of programs adapted to youth’s contextualized needs that can promote adaptive use of technologies in these settings. The Transitions project aims to (1) understand how children and adolescents access, use and appropriate digital media in Perú, and (2) use this information to adapt a culturally and developmentally appropriate digital citizenship program. The Transitions project is a researcher-practitioner collaboration between the Adolescent Research Collaborative (ARC) at UC Berkeley, Innova Schools in Latin America, and U.S.-based Common Sense Education. In this multiple wave project, we will work with up to 24, 500 children and adolescents aged 9 to 17 years, and 1,021 tutors within a large, low-cost school network that serves low to middle income urban families across Perú. To date, there are 4 waves of this project (the fifth wave is currently underway). Each wave includes surveys on digital media use, well-being and mental health. In each wave, participants also complete a short course on digital citizenship as part of the school advisory or homeroom period. Some waves have included qualitative data collection, gathered from focus groups and workshops. This study will shed light on how youth in Perú access, use and appropriate digital media. This knowledge will enhance our global conceptualization of the relationship between digital media and youth well-being by providing cultural specificity to our general understanding of the developmental science principles at play. In addition, this project will inform the ongoing development of evidence-based programs that can empower youth online.

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