scholarly journals Bullying in Primary School Children: The Relationship between Victimization and Perception of Being a Victim

Author(s):  
Francesc Sidera ◽  
Elisabet Serrat ◽  
Jordi Collell ◽  
Georgina Perpiñà ◽  
Robinson Ortiz ◽  
...  

This study aims to investigate victimization of bullying in primary school children, as well as its relationship with children’s perception of being a victim. In a sample of 4646 students from 3rd to 6th grade, we evaluated children’s victimization and cybervictimization behaviors, and children were also asked whether they had been victims of bullying or cyberbullying. From the participants, 36.7% were victims, and 4.4% cybervictims. In addition, 24.2% had a perception of being a victim, and 4.9% a perception of being a cybervictim. On the other hand, 56.9% of victims of traditional bullying had no perception of being a victim. The victimization behaviors of traditional bullying associated with a higher perception of being a victim were threats, while physical and direct verbal aggression implied a lower perception of being a victim. The results suggest the most frequent victimization behaviors may be normalized.

1996 ◽  
Vol 21 (3) ◽  
pp. 23-31 ◽  
Author(s):  
Sotirios Sarantakos

This paper explores the relationship between family environment and behaviour of primary school children living in three family contexts. It uses data from studies including children of married heterosexual couples, cohabiting heterosexual couples and homosexual couples, and examines the extent to which these children differ with regard to scholastic achievement and aspects of social development. It shows that in the majority of cases, the most successful are children of married couples, followed by children of cohabiting couples and finally by children of homosexual couples.


2017 ◽  
Vol 63 (2) ◽  
pp. 1099-1110
Author(s):  
Alamri Fahad ◽  
Alahmadi Abdulrahman ◽  
AlGhamdi Badr ◽  
Alghamdi Essam ◽  
Alqarni Anas ◽  
...  

2015 ◽  
Vol 7 ◽  
pp. OED.S18659 ◽  
Author(s):  
Nonso Ejikeme Okpala ◽  
Rich Enujioke Umeh ◽  
Ernest Nnemeka Onwasigwe

A cross-sectional survey of the prevalence of eye injuries among primary school children in two noncontiguous local government areas of Enugu State of Nigeria was undertaken. One of the local government areas was urban, while the other one was rural. Children who were <15 years in two randomly selected primary schools in the urban area and three randomly selected schools in the rural area were interviewed and examined with Snellen chart, pen torch, head loupe, and direct ophthalmoscope. The findings were recorded using a semi-structured questionnaire and the World Health Organization Programme for Prevention of Blindness (WHO/PBL) eye examination form. Training on visual acuity measurement was done for each of the class teachers. A total of 1,236 children <15 years of age were studied and analyzed. Slightly more females, 652 (52.8%), than males, 584 (47.2%), constituted the sample population giving a female/male ratio of 1.1:1. A total of 98 (7.93%) children had evidence of injury to the eye or its adnexa. Eyelid scar was the commonest (5.34%) followed by eyebrow scar (2.10%). Canthal scar was the next (0.32%). Two girls had monocular blindness from eye trauma (0.16%). One had leucoma, while the other had a dislocated lens. All the monocular blind children of this study were from the urban area. The home was the commonest environment for an eye injury (69.39%) followed by the school (20.41%). The farm was next in frequency (7.14%), especially among boys in the rural area. The church and the road/street constituted the remainder. Regarding persons causing the injury, the child's playmate was the commonest (55.10%) followed by self (27.55%). Parents and guardians were the next (9.18%). These were injuries associated with corporal punishment. Corporal punishment-related eye injury, according to this study, appears to be common in the rural area and affects boys predominantly. Other human intermediary agents that cause an eye injury include passersby (2.04%), RTA (2.04%), siblings (2.04%), and others (1.02%). The primary agents that caused an eye injury were sticks/wood, 29 (29.60%); stone, 21 (21.43%); pieces of metal, 19 (19.39%); fall, 10 (10.20%); fight/fist blow, 9 (9.918%); plastic, 2 (2.04%); fingernails, 2 (2.04%); farm tools/fruits, 2 (2.04%); and RTA, glass, and headbutt, each 1.02%. Farm implements/fruits as well as fingernails appear to be fairly common primary agents that cause an eye injury in the rural Enugu, Nigeria. In terms of prevalence, there was no significant difference between the urban and rural areas. The findings from this study showed a high prevalence of eye injury among primary school children. In terms of treatment, 58.16% of the children with an eye injury had no form of treatment for it. The children from this study with monocular blindness did not receive adequate medical treatment. Treatment of an eye injury, according to this study, was sought from chemists (19.39%), at hospital/health centers (16.33%), at home (3.06%), and from traditional healers (3.06%). The persons who treated an eye injury, as observed from this study, were doctors (14.29%), nurses (4.08%), chemists (17.35%), and traditional healers and fathers (3.06% each). The frequency of noninjury-related diagnosis made in this study was refractive error, 4.85%; allergic conjunctivitis, 1.94%; oculocutaneous albinism, 0.24%; prepapillary vascular loops, 0.40%; and then ptosis, exotropia, stye, corneal opacity, and retinitis pigmentosa, 0.08% each. The annual incidence of an eye injury according to this study was 3.48%. The majority of the causes of an eye injury, as per this study, were preventable. Appropriate promotion of preventive eye care among children may go a long way in reducing the burden of blindness from eye injuries.


Author(s):  
Rahil Mahyuddin ◽  
Maria Chong Abdullah ◽  
Samsilah Roslan ◽  
Habibah Elias ◽  
Tajularipin Sulaiman

2017 ◽  
Vol 6 (2) ◽  
Author(s):  
Aleksandra Makarova ◽  
Sergey Musiychuk ◽  
Ademir Damazio

Abstract.Using an example of composite tasks and the teaching techniquebehind them, the authors describe how primary school students learn to use modelling as part of their knowledge gaining process in education. The use of modelling during math classes is one of the pre-conditions for successful learning with primary school children as with the help of modelling children can better imagine what the task implies and better understand the relationship between different values, which enhances their awareness when deciding on what operation to apply, and so on.The article describes different models and submodels used by teachers for taskmodelling. It is noted that when learning how to solve composite tasks, children learn to reflect and acquire the ability to act inside their minds and analyze their thinking.Keywords: Knowledge gaining, mathematics teaching, modelling, compositetask.


2018 ◽  
Vol 24 (8) ◽  
pp. 6259-6264
Author(s):  
Kevin Wijaya ◽  
Fransiskus X Ivan ◽  
Adre Mayza

The purpose of this study is to investigate the relationship between Approximate Number System (ANS), a cognitive system which represents and estimates the cardinality of a set, and mathematics competency of primary school children. Many findings on ANS and its relations with mathematics competency showed inconsistency. This research is the first of its kind in Indonesia. 318 fourth and fifth-grade primary school students were instructed to perform non-symbolic (dots) comparison task to measure their Weber fraction (w), accuracy (percentage correct), and response time (ms) which are the measurement for ANS acuity. Mathematics competencies of the students were taken from school’s report card and the data were standardized for each school separately. Correlation and regression linear analysis were conducted to find the relationship between ANS acuity and mathematics’ competency. Analysis showed there was a weak but significant (p < 0.05) correlation between two measurements of ANS acuity, namely the Weber fraction and accuracy, with mathematics competency, but not response time (p > 0.05). Further analysis with linear regression showed there was no relationship between the two variables and mathematics score, which disproves this correlation. This study shows that there is no relationship between children’s ANS acuity and mathematics competency. Intrinsic factors such as children’s attention, engagement, and motivation, also methodological aspect needed further consideration. Future studies are needed to investigate the methodological aspect related to the measurement of ANS and mathematics’ competency as there is no ‘gold standard’ yet to measure ANS.


2020 ◽  
Vol 26 (4) ◽  
pp. 970-986
Author(s):  
Stuart Jarvis ◽  
Morgan Williams ◽  
Paul Rainer ◽  
John Saunders ◽  
Richard Mullen

The aim of this study was to investigate the relationship between the fundamental movement skills (FMS) of primary school children and aspects of their home environment. Four-hundred-and-eighty-four primary school children were recruited to the study, consisting of 255 boys and 229 girls, aged between 9 and 11 years. Participants were assessed on eight different FMS and placed into different ability profiles according to the similarity of their FMS proficiencies. Four-hundred-and-eighty-four parent questionnaires were completed and matched to the profile membership of the participants. For boys, positive relationships were found between their FMS ability and the variables of parent–child interaction in video gaming, parental beliefs concerning the importance of social development, motor development and children’s participation in physical activity, parental awareness of their own child’s extracurricular participation in community sports clubs and physical activity preferences. For girls, positive relationships with FMS proficiency were found for parental beliefs concerning the importance of participation in physical activity for social function and the importance of participation in physical activity for learning rules. In the case of girls only, several family characteristics were also significantly related to FMS proficiency. These were the following: the involvement of members of the extended family in their before and after-school care provision; their parents’ employment status; and their mother’s physical activity participation. In conclusion, parental beliefs and behaviours have the potential to influence children’s FMS performance and their impact needs to be considered in any interventions to improve the FMS of children of primary school age.


Sign in / Sign up

Export Citation Format

Share Document