Cyberbullying Among Primary School Students in Turkey: Self-Reported Prevalence and Associations with Home and School Life

2012 ◽  
Vol 15 (10) ◽  
pp. 527-533 ◽  
Author(s):  
Sevda Arslan ◽  
Sevim Savaser ◽  
Victoria Hallett ◽  
Serap Balci
10.12737/7835 ◽  
2015 ◽  
Vol 3 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Виноградова ◽  
Natalya Vinogradova

The article discusses problems of a child’s adaptation to school life and psychological features of first graders. teachersare advised on formingthe sustained cognitive interestin 7-year old children, developing the motivation to study, and creatingthe conditions for positive emotional attitude to school.


Pedagogika ◽  
2019 ◽  
Vol 134 (2) ◽  
pp. 135-150
Author(s):  
Marija Buterin Mičić

The paper deals with research data on quality of school life perceived by fifth - to eighth-grade primary school students. The data were collected by questionnaire survey. Students’ overall satisfaction with school and perception of specific dimensions of school life are analysed as well as differences of their assessments regarding gender, grade and school achievement. On the ground of research results, the importance of the enhancement of the quality of school life is emphasised.


2011 ◽  
Vol 43 (2) ◽  
pp. 299-311
Author(s):  
Jovan Miric

This article brings a new method of measuring school misbehaviour. The method is known as the time reconstruction method. The time that is reconstructed in our research was defined as the period of two classes (2 x 45?) and one break (approximately 100 minutes in total). The students were asked to report their behaviour from minute to minute during the course of the reconstructed time. Total sample comprised 69 participants, 42 seventh-grade primary school students (16 males and 26 females) and 27 eleventh-grade students (17 males and 10 females). Their raw data were classified into 23 misbehaviour categories, with talking during the class as the most frequent category. We conclude that this method can gain the most objective results and because of that can be used for various comparisons, for tracking different changes in school life, and for evaluation of various models of classroom discipline.


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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