scholarly journals Value-based orientations held by primary school students in their free time

Sinteze ◽  
2013 ◽  
Vol 2 (4) ◽  
pp. 53-69 ◽  
Author(s):  
Brane Mikanovic
Author(s):  
Magdalena Gamrat

Electronic Media and Children’s Leisure Time in the Perception of the Parents Nowadays, more and more children own electronic devices and spend a significant amount of their free time using them during the day. Currently, the Internet offers great opportunities for children — it can be both a source of entertainment and information. Unfortunately, more and more often it can be noticed that children rarely go out to the yard or playground and spend most of their free time in front of a computer or TV screen instead. The scale of this phenomenon is increasing every year as electronic devices have become an integral part of everyone’s life, including children. The conducted research showed that parents spend an average of 2.5 hours a day with their children, during which they most often go for walks, play sports or play board games. It has also been shown that the vast majority of 2nd grade primary school students have their own electronic devices, most often a telephone. According to the research, children’s use of phone is unlimited by their parents, can take place at any time of the day, and it is mainly used for entertainment purposes.


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.


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