Effect of Parental Attitude and Educational Support on SelfDirected Learning Ability of Elementary School Children

2021 ◽  
Vol 7 ◽  
pp. 79-115
Author(s):  
Seung-Yeon Jo ◽  
Kyung-Hee Lim
Keyword(s):  
Elementary School ◽  
School Children ◽  
Elementary School Children ◽  
Learning Ability ◽  
Parental Attitude ◽  
Educational Support

scholarly journals Screen time duration and timing: effects on obesity, physical activity, dry eyes, and learning ability in elementary school children

2021 ◽  
Vol 21 (1) ◽  
Author(s):  
Yui Mineshita ◽  
Hyeon-Ki Kim ◽  
Hanako Chijiki ◽  
Takuya Nanba ◽  
Takae Shinto ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
Academic Performance ◽  
School Children ◽  
Screen Time ◽  
Elementary School Children ◽  
Learning Ability ◽  
School Students ◽  
Dry Eyes ◽  
Timing Effects

Abstract Background As internet use becomes more widespread, the screen time (ST) of elementary school students increases yearly. It is known that longer durations of ST can affect obesity, physical activity, dry eye disease, and learning ability. However, the effects of ST just before bedtime have not been clarified. Therefore, we examined ST duration and timing effects on elementary school children. Methods We conducted a survey of 7419 elementary school students in Tokyo, Japan using a questionnaire on food education. ST duration and timing (just before bedtime) served as the explanatory variables, and the relationship between obesity, physical activity, dry eyes, and learning ability was analyzed using logistic regression analysis. Gender, school year, height, and weight were considered confounding factors. First, we examined whether ST duration and timing were related to each objective variable, using a univariate model to examine all variables. Thereafter, we performed multivariate logistic regression analyses for all variables showing a significant difference in the univariate models. Results A significant association was observed between ST duration and obesity, physical activity, and academic performance, indicating that a longer ST duration may lead to obesity, decreased physical activity, and decreased academic performance. ST timing was associated with obesity, dry eyes, and academic performance, and ST immediately before bedtime contributed to obesity, dry eyes, and reduced academic performance. Furthermore, the results of investigating the combined effect of ST duration and timing (immediately before bedtime) on these factors revealed that ST timing has a greater effect on dry eyes, and ST duration has a greater effect on academic performance. Conclusion Our findings indicate that ST in school children is related to obesity, physical activity, dry eyes, and learning ability, and they suggest that not only the duration but also the timing of ST is important.

scholarly journals Hubungan antara status gangguan akibat kekurangan yodium (GAKY), status anemia dengan prestasi belajar anak sekolah dasar di Kabupaten Dairi Provinsi Sumatra Utara

2008 ◽  
Vol 4 (3) ◽  
pp. 125
Author(s):  
Gema TD Sihite ◽  
Toto Sudargo ◽  
M G Adiyanti
Keyword(s):  
Elementary School ◽  
Iodine Deficiency ◽  
School Children ◽  
Elementary School Children ◽  
Negative Impact ◽  
Univariate Analysis ◽  
Learning Ability ◽  
Iodine Deficiency Disorder ◽  
Cross Sectional ◽  
Learning Achievement

Background: Disorders resulting from iodine deficiency and anemia will decrease learning achievement among elementary school children. Iodine deficiency has negative impacts on the growth of nervous cells that, in turn, influence their intelligence and learning ability. Also, the anemia condition will cause difficulties in logic and analogous thinking and decrease of concentration to study that have a negative impact in the form of declined learning achievement among the students.Objectives: To examine relationship between status of iodine deficiency disorder and learning achievement of elementary school children, examine relationship between status of anemia and learning achievement of elementary school children, and examine relationship between status of iodine deficiency disorder and status of anemia among the elementary children in Dairi District North Sumatra.Methods: This was an observational study using a cross-sectional design. The study population was all elementary school children in Dairi District and selected samples were 247 individuals. These samples were selected using multistage sampling design, where subjects were randomly selected. Data were processed with univariate analysis and statistical test was a bivariate using chi square test to find out relationship between status of iodine deficiency disorder and learning achievement among the elementary school children, relationship between status of anemia and learning achievement among elementary school children, and relationship between status of iodine deficiency disorder and status of anemia among the elementary school children. The entire data were processed with a computer.Results: The study indicated that there was relationship between status of iodine deficiency disorder and learning achievement among the elementary school children (p=0.000. There was also relationship between status of anemia and learning achievement among the elementary school children (p=0.001, OR=2.365), but there was no relationship between status of iodine deficiency disorder and status of anemia among the elementary school children (p=0.749).Conclusion: There were significant relationship between status of iodine deficiency disorder and status of anemia and learning achievement of elementary school children (p=0.001).

scholarly journals Screen Time Duration and Timing: Effects on Obesity, Physical Activity, Dry Eyes, and Learning Ability in Elementary School Children

2020 ◽  
Author(s):  
Yui Mineshita ◽  
Hyeon-Ki Kim ◽  
Hanako Chijiki ◽  
Takuya Nanba ◽  
Takae Shinto ◽  
...  
Keyword(s):  
Physical Activity ◽  
Elementary School ◽  
School Children ◽  
Screen Time ◽  
Elementary School Children ◽  
Learning Ability ◽  
School Students ◽  
Dry Eyes ◽  
Timing Effects ◽  
The Relationship

Abstract Background: As internet use becomes more widespread, the screen time (ST) of elementary school students increases yearly. It is known that longer durations of ST can affect obesity, physical activity, dry eye disease, and learning ability. However, the effects of ST just before bedtime have not been clarified. Therefore, we examined ST duration and timing effects on elementary school children. Methods: We conducted a survey of 7,419 elementary school students in Tokyo, Japan using a questionnaire on food education. ST duration and timing (just before bedtime) served as the explanatory variables, and the relationship between obesity, physical activity, dry eyes, and learning ability was analyzed using logistic regression analysis. Gender, school year, height, and weight were considered confounding factors. First, we examined whether ST duration and timing were related to each objective variable, using a univariate model to examine all variables. Thereafter, we performed multivariate logistic regression analyses for all variables showing a significant difference in the univariate models.Results: The results showed that the relationship between the ST duration and obesity, physical activity, and learning ability was statistically significant. The relationship between ST timing and obesity, dry eyes, and learning ability was also statistically significant. Therefore, ST timing has a greater effect on dry eyes, and ST duration has a greater effect on academic performance. Conclusion: Our findings indicate that ST in school children is related to obesity, physical activity, dry eyes, and learning ability, and they suggest that not only the duration but also the timing of ST is important.

Teacher Identification of Elementary School Children with Hearing Loss

1978 ◽  
Vol 9 (1) ◽  
pp. 24-28 ◽  
Author(s):  
Richard H. Nodar
Keyword(s):  
Elementary School ◽  
Hearing Loss ◽  
School Children ◽  
Elementary School Children ◽  
Total Sample ◽  
Hearing Impaired ◽  
Teacher Interviews ◽  
Teacher Screening ◽  
Children With Hearing Loss ◽  
Hearing Problems

The teachers of 2231 elementary school children were asked to identify those with known or suspected hearing problems. Following screening, the data were compared. Teachers identified 5% of the children as hearing-impaired, while screening identified only 3%. There was agreement between the two procedures on 1%. Subsequent to the teacher interviews, rescreening and tympanometry were conducted. These procedures indicated that teacher screening and tympanometry were in agreement on 2% of the total sample or 50% of the hearing-loss group. It was concluded that teachers could supplement audiometry, particularly when otoscopy and typanometry are not available.

Use of Revision by Elementary-School Stutterers and Nonstutterers during Oral Reading

1973 ◽  
Vol 16 (4) ◽  
pp. 584-585 ◽  
Author(s):  
Franklin H. Silverman ◽  
Dean E. Williams
Keyword(s):  
Elementary School ◽  
School Children ◽  
Oral Reading ◽  
Elementary School Children ◽  
Reading Errors

This paper describes a dimension of the stuttering problem of elementary-school children—less frequent revision of reading errors than their nonstuttering peers.

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