Communication Styles and Attention Performance in Primary School Children

Communication styles are the three communication patterns that result from merging the verbal elements of communication, the non-verbal elements and the paraverbal elements. The objective of this study was to test what effect different communication styles have on attention performance in primary school children. We administered the assertive behavior scale for children (CABS), the symbol digit modalities test (SDMT) and the d2 attention test to a sample of 77 participants of primary school. A statistically significant and proportional correlation was found between the assertive communication style and the total number of correct answers of the SDMT. We also found positive correlations between the assertive communication style and d2 attention test performance. Children with an assertive communication style have better attention performance than children with passive or aggressive communication styles.

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THE ROLE OF THE FAMILY IN THE EDUCATION OF A PRIMARY SCHOOL STUDENT

BULLETIN Series of Pedagogical Sciences ◽

10.51889/2020-1.1728-5496.67 ◽

2020 ◽

Vol 65 (1) ◽

pp. 373-378

Author(s):

G.S. Mailybaeva ◽

◽

M.S. Baidildanova ◽

Keyword(s):

Primary School ◽

School Children ◽

Well Being ◽

Point Of View ◽

Educational Activity ◽

Primary School Children ◽

Communication Styles ◽

Primary School Student ◽

The Family

The modern family, as before, plays an important role in the formation of the social environment in which the child grows and develops. The role of the family in the education of primary school children needs to be reconsidered, it is obvious that the partnership dialogue of parents is the most important condition for the well-being of the child. This article discusses the role of the family and the main forms of communication of primary school children and parents. The issues of improving the educational activity of the family by establishing effective communication styles were touched upon. The family shows the relevance of communication from the point of view of psychology. After all, the family is the first collective of the child, the natural environment of his development and the founder of the future personality. In addition, the article describes the types of communication styles between family members for good education

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Research on the Relationship between Formation of Psychological Boundaries and Assertiveness in Primary School Children

Psychological Science and Education ◽

10.17759/pse.2019240103 ◽

2019 ◽

Vol 24 (1) ◽

pp. 42-49

Author(s):

L.A. Bogolyubskaya ◽

O.V. Khukhlaeva

Keyword(s):

Primary School ◽

School Children ◽

Positive Impact ◽

Primary School Children ◽

Theoretical Concepts ◽

Self Confidence ◽

Patterns Of Behavior ◽

Assertive Behavior ◽

Key Aspects ◽

The Relationship

The article presents results of a study on the relationship between the level of formation of psychological boundaries and the development of assertiveness in primary school children. The authors review the main Russian and foreign theoretical concepts of assertive behavior and identify the key aspects of the phenomenon of psychological boundaries in modern psychology. The study involved 165 schoolchildren of 3rd and 4th classes. The following research techniques were applied: N.Brown’s Personal Boundaries technique, V.Sheinov’s Test of Assertiveness, and the Thomas-Kilmann Conflict Mode Instrument. The study revealed the correlation between psychological boundaries and patterns of behavior in a conflict situation as well as with assertiveness skills in schoolchildren. The results of the study suggest that the development of assertiveness will have a positive impact on the development of autonomy and the formation of healthy psychological boundaries in primary school children, increase their self-confidence and contribute to the development of the ability to cope with difficult life situations, including conflicts.

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A Brief Note on the Relationship between Socioeconomic Status and Test Performance among Ugandan Primary School Children

Comparative Education Review ◽

10.1086/445862 ◽

1976 ◽

Vol 20 (1) ◽

pp. 42-47 ◽

Cited By ~ 25

Author(s):

Stephen P. Heyneman

Keyword(s):

Socioeconomic Status ◽

Primary School ◽

School Children ◽

Test Performance ◽

Primary School Children ◽

The Relationship

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Spatial Tests, Familiarity with the Surroundings, and Spatial Activity Experience

Journal of Individual Differences ◽

10.1027/1614-0001/a000010 ◽

2010 ◽

Vol 31 (2) ◽

pp. 59-63 ◽

Cited By ~ 6

Author(s):

Eva Neidhardt ◽

Michael Popp

Keyword(s):

Primary School ◽

Spatial Ability ◽

School Children ◽

Spatial Orientation ◽

Test Performance ◽

Primary School Children ◽

Spatial Activity ◽

Pointing Accuracy

Spatial orientation as the ability to know the bearing to the origin of a walked path was investigated in two studies with ca. 140 preschool and primary school children who walked paths of about 1 km beginning at the familiar kindergarten or in a completely unknown territory. Path difficulty and familiarity with the surroundings influenced correctness of pointing. Spatial ability measured by test performance and spatial activity experience, i.e., children’s reports about unsupervised walks, effected pointing accuracy as well. The data emphasize that spatial activity experience may be an important factor for spatial orientation beyond kindergarten age.

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