scholarly journals Personality and Developmental Characteristics of Primary School Students’ Personality Types

2021 ◽  
Vol 12 ◽  
Author(s):  
Yongjin Yu ◽  
Yanyan Zhang
Keyword(s):  
Gender Differences ◽  
Primary School ◽  
Primary Schools ◽  
Emotional Stability ◽  
Personality Types ◽  
Personality Characteristics ◽  
Primary School Students ◽  
School Students ◽  
Grade 5 ◽  
Developmental Characteristics

The aim of the current study was to investigate the personality characteristics and developmental characteristics of primary school students’ personality types in a cross-sectional sample of 10,366 Chinese children. The Personality Inventory for Primary School Student was used to evaluate primary school students’ personality. Latent profile analysis (LPA) was used to classify primary school students’ personality types. One-way ANOVA was used to explore the personality characteristics of personality types, and Chi-square tests were used to investigate grade and gender differences of primary school students’ personality types. Results showed that the primary school students could be divided into three personality types: the resilient, the overcontrolled, and the undercontrolled. Resilients had the highest scores, and undercontrollers had the lowest scores on all of five personality dimensions (intelligence, conscientiousness, extraversion, agreeableness, and emotional stability). The overcontrollers’ scores on personality were between the other two types, with lower emotional stability. As the grade level increased, the proportion of undercontrolled students in primary schools generally showed an upward trend and reached the maximum in grade 5. The proportion of resilient students in primary schools generally showed a downward trend. The proportion of resilient students was highest in grade 2 and lowest in grade 5. Girls were significantly more likely than boys to be resilient personality types, while boys were significantly more likely than girls to be undercontrolled personality types. The overcontrolled personality type did not show significant gender differences. Because of the undesirable internalizing problems related to overcontrollers and the externalizing problems related to undercontrollers, our results have implications for Chinese schools, families, and society in general.

scholarly journals GENDER DIFFERENCES (PURUSA PRADANA) AND METACOGNITIVE SKILLS IN BALI

2018 ◽  
Vol 3 (1) ◽  
pp. 14
Author(s):  
Putu Eka Suarmika ◽  
Erdi Guna Utama
Keyword(s):  
Gender Differences ◽  
Primary School ◽  
Survey Design ◽  
Single Point ◽  
Metacognitive Skills ◽  
Primary School Students ◽  
Cross Sectional Survey ◽  
School Students ◽  
Grade 5 ◽  
Significant Difference

Balinese culture places women as subordinate because there is a misconception of the concept of <em>purusa</em> and <em>pradana</em>. Indeed <em>purusa</em> and <em>pradana</em> exist in every man including also in women. <em>Purusa</em> is the soul and <em>pradana</em> is the body.Basically, gender issues are not just about the problems of male and female relationships, but also with the issue of education. The purpose of this study was to determine the effect of gender differences (purusa and pradana) on the metacognitive skills of grade 5 primary school students. The survey design used was cross sectional survey design, the researchers collected data at a single point of time. The data collected were metacognitive skill data of grade 5 primary school students. Based on the results of empirical analysis, there is no significant difference between men and women on metacognitive skills with sig 0.672&gt; 0.05. Metacognitive, especially skill is not something to be gained but needs to be trained in learning both in school, family and society. This means that to form students who have high metacognitive skills need cooperation between the school as a formal executive education with school committees (parents of students) by utilizing various sources that exist in the student environment are located.

FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
pp. 1-13
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

scholarly journals Attitudes towards math in primary school students: Differences depending on the grade and gender

2016 ◽  
Vol 6 (2) ◽  
pp. 119-132
Author(s):  
Antonio Valle ◽  
Bibiana Regueiro ◽  
Isabel Piñeiro ◽  
Benigno Sánchez ◽  
Carlos Freire ◽  
...  
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Perceived Competence ◽  
Primary School Students ◽  
School Students ◽  
Grade 5 ◽  
Anxiety Levels ◽  
And Gender ◽  
Negative Feelings

The main aim of this study is to check whether there are differences in some variables related to attitudes towards math in primary school students according to the course and gender. The sample consists of 897 students of the fifth and sixth year of primary education (50.2% boys and 49.8% girls). The results indicate that the boys, compared to girls, have a higher perceived competence in math, they are more intrinsically motivated extrinsic and exhibit lower levels of anxiety. As for the differences in terms of this variable, the results indicate that students in grade 5 have a higher perceived competence for math, perceive most useful, are more intrinsically motivated to this subject and show anxiety levels and some negative feelings toward the lower than grade 6. Therefore, girls show a "profile" of less adaptive than men conditions, both in terms of their perceived competition as their motivation towards math and also in terms of the emotions associated with this matter. As for the differences depending on the course, students from grade 5 are those with a much more positive attitudinal and motivational conditions than grade 6.

scholarly journals Social Sustainability of Post-Disaster: How Teachers Enable Primary School Students to Be Resilient in Times of Ranau Earthquake

2021 ◽  
Vol 13 (13) ◽  
pp. 7308
Author(s):  
Soon Singh Bikar ◽  
Balan Rathakrishnan ◽  
Mohammad Rahim Kamaluddin ◽  
Norruzeyati Che Mohd Nasir ◽  
Mohd Azrin Mohd Nasir
Keyword(s):  
Primary School ◽  
Emotional Support ◽  
Primary Schools ◽  
Psychological Effects ◽  
Severe Damage ◽  
Primary School Students ◽  
School Teachers ◽  
School Students ◽  
Primary School Teachers ◽  
Post Disaster

The Ranau Earthquake that struck on 5 June 2015, February 2018, and April 2021, were a new disaster in Sabah and caused many Sabahan to panic. The unpredicted disaster also caused a serious impact on all aspects of life in Sabah. The earthquake has caused severe damage to eight primary schools in the vicinity of the epicenter, although no casualties were reported. However, the disaster has deep passing psychological effects among students. In this study, we examine how the primary school teachers enabled the student to be resilient during and after the disaster. Based on the interviews with 16 primary school students, it was revealed that most of the teachers used WhatsApp to support resilience during and after the earthquake. Interviews with 16 primary school teachers revealed there were two main reasons for them to communicate with students, namely, delivering emotional aid and monitoring their stress. Based on student interviews, five content categories of emotional support were identified: caring, reassuring, emotion sharing, belonging, and distracting. The main contribution of this study is that social media can be used as a spontaneous and proactive tool for supporting the student’s resilience during and after the earthquake trauma.

scholarly journals Principles and Implementation of Reading Activities in Primary School English Class

2016 ◽  
Vol 9 (12) ◽  
pp. 74 ◽  
Author(s):  
Jing Jinxiu ◽  
Zeng Zhengping
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Reading Skills ◽  
Primary School Students ◽  
School Students ◽  
English Class ◽  
English Reading ◽  
Good Reading ◽  
Skills Use ◽  
Reading Activities

<p>Reading is an important skill in learning English. However, reading class is not emphasized in some primary schools in China, and there are various problems with the reading activities, which inadequately just focus on teaching of words, sentences separately from texts. This paper aims to bring out a whole system of principles in designing flexible English reading activities to help students form a good reading habit, apply reading skills, use language learned pragmatically and be familiar with the cultures covered in read materials. At last, some examples are offered to demonstrate how to implement these principles so as to enhance reading for Primary school students effectively.</p>

scholarly journals FACTORS ASSOCIATED WITH SCHOOL REFUSAL BEHAVIOUR IN PRIMARY SCHOOL STUDENTS

2019 ◽  
Vol 3 (1) ◽  
pp. 1-13 ◽  
Author(s):  
Rukmani Devi Balakrishnan ◽  
Hari Krishnan Andi
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Pearson Correlation ◽  
School Refusal ◽  
Self Report ◽  
Primary School Students ◽  
School Students ◽  
School Factors ◽  
School Refusal Behavior ◽  
Factors Associated

The aim of this study was to identify the factors associated with school refusal behavior in primary school students. Student’s self-report and teacher’s measures were implemented; and students were recruited from 20 primary schools in six districts in Selangor, Malaysia. The survey was conducted at the end of school term in 2016, with a total of 915 students from Year 4 and Year 5 participating. The sample of students had been absent from school for more than 15% of school days in the current year. Pearson correlation shows a significant relationship between academic achievement and school satisfaction toward school refusal behavior. The findings of this study suggest that academic difficulties and dissatisfaction towards school environment could be the important risk factors for school refusal behavior. The present study underscores the importance of early detection and intervention as measures to reduce school refusal. Finally, the findings imply that the role of school factors should always be taken into account in connection with school refusal behaviour.

scholarly journals The Effect of Block Class Scheduling on the Achievements of Primary School Students in Nature and Biology Classes

2021 ◽  
Vol 11 (9) ◽  
pp. 550
Author(s):  
Irena Labak ◽  
Mirela Sertić Perić ◽  
Ines Radanović
Keyword(s):  
Primary School ◽  
Student Performance ◽  
Primary Schools ◽  
Eighth Grade ◽  
Primary School Students ◽  
School Students ◽  
Block Scheduled ◽  
Learning Success ◽  
Eighth Grade Students ◽  
Class Scheduling

The objective of this study was to investigate whether the class scheduling of Nature and Biology classes in blocks results in better learning success for primary school students, and whether this depends on the average student success rate (i.e., student performance categories), age, or prior knowledge. For this study, we have assumed that block scheduling results in better success rates for older lower-performing primary-school students. The research included 773 fifth- to eighth-grade students from 14 Croatian primary schools. The students fell into two groups: one group attending 45-min Nature and Biology lessons twice a week (single-scheduled classes), and another group attending a 90-min lesson once a week (block-scheduled class). To assess the level of student learning success, all students underwent both an initial and final written exam in Nature and/or Biology, specific to each grade. The rmANOVA proved that there was a significant interaction among class scheduling, performance categories, and the initial and final written exam scores of fifth- and seventh-grade students. Such a correlation was not found among the sixth- and eighth-grade students. Our findings further indicate that students achieve better results in block-scheduled classes at the end of primary school education, and that block class scheduling does not necessarily result in improved student achievement, particularly in lower-performing students.

English language learning and teaching styles in two Turkish primary schools

2009 ◽  
Vol 37 (8) ◽  
pp. 1117-1128 ◽  
Author(s):  
Ilknur Pekkanli Egel
Keyword(s):  
Foreign Language ◽  
Learning Styles ◽  
Primary School ◽  
Language Learning ◽  
Primary Schools ◽  
Teaching Style ◽  
Teaching Styles ◽  
Foreign Language Learning ◽  
Primary School Students ◽  
School Students

Foreign language learning styles are aimed at facilitating students' learning and therefore the teaching style used is important in terms of matching learners' styles to their educational needs. The present study was aimed at investigating several dimensions of primary school students' language learning styles and the ways in which certain styles are shaped and favored by teachers' teaching styles. The primary aim was to find out whether or not the measures taken by the Turkish Ministry of Education regarding rectifying the shortage of teachers of English as a foreign language have had an effect on the learning styles of primary school students. The secondary aim was to examine the varying learning styles of EFL students in two primary schools and to establish whether or not there has been a change in these learning styles. Finally, the researcher examined whether or not the economic conditions of the schools had an influence on the students' learning styles.

scholarly journals Thinking on PE Activities in Primary Schools

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Junying Liu
Keyword(s):  
Primary School ◽  
Primary Schools ◽  
Teaching Staff ◽  
Primary School Students ◽  
Continuous Development ◽  
School Students ◽  
Teaching Activities ◽  
Educational Group

With the continuous development of teaching, educators focus more on the cultivation of the comprehensive ability of primary school students. PE in primary schools is drawing more and more attention. However, how to efficiently carry out physical teaching activities in primary schools becomes a big issue for the relative teaching staff to think about because of the uniqueness of the educational group.

scholarly journals The Practice of Noble Values among Primary School Students in Malaysia

2019 ◽  
Vol 7 (1) ◽  
pp. 163
Author(s):  
Mohd. Zailani Mohd. Yusuff ◽  
Mohamad Khairi Haji Othman ◽  
Asmawati Suhid ◽  
Rozalina Khalid
Keyword(s):  
Primary School ◽  
School Children ◽  
Primary Schools ◽  
Peninsular Malaysia ◽  
Primary School Children ◽  
Primary School Students ◽  
School Students ◽  
The North ◽  
Significant Difference ◽  
Research Designs

Social problems among students have become very serious in recent years. Therefore, the issues that need to be addressed are the practices that exist among them. This study will share a research finding that identifies the level of practice of applying noble values among primary school children. This study used qualitative research designs through interviews and observations and quantitative survey studies where data were collected through questionnaires involving 321 primary school children from four primary schools in the North Zone of Peninsular Malaysia. Overall, the findings show that the practice of noble values is admirable. This study found that there was a significant difference in values of noble practices in terms of school types. In addition, the findings also found that values of respect are the most dominant values practiced by primary school students followed by other values.

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