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
Keyword(s):  
Primary School ◽  
Primary School Students ◽  
School Life ◽  
School Students ◽  
Home And School

Using Visual Art Works As a Means for Improving Primary School Students’ Skills to Connected Speech

10.12737/7835 ◽  
2015 ◽  
Vol 3 (1) ◽  
pp. 3-9 ◽  
Author(s):  
Виноградова ◽  
Natalya Vinogradova
Keyword(s):  
Primary School ◽  
Visual Art ◽  
First Graders ◽  
Primary School Students ◽  
School Life ◽  
Connected Speech ◽  
School Students ◽  
Art Works ◽  
Psychological Features

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.

scholarly journals Quality of School Life in Primary School: Students’ Perception

Pedagogika ◽  
2019 ◽  
Vol 134 (2) ◽  
pp. 135-150
Author(s):  
Marija Buterin Mičić
Keyword(s):  
Primary School ◽  
Questionnaire Survey ◽  
School Achievement ◽  
Research Data ◽  
Eighth Grade ◽  
Primary School Students ◽  
School Life ◽  
School Students ◽  
Quality Of School Life

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.

scholarly journals An attempt to measure school misbehaviour

2011 ◽  
Vol 43 (2) ◽  
pp. 299-311
Author(s):  
Jovan Miric
Keyword(s):  
Primary School ◽  
Total Sample ◽  
New Method ◽  
Reconstruction Method ◽  
Seventh Grade ◽  
Primary School Students ◽  
School Life ◽  
School Students ◽  
Raw Data ◽  
Classroom Discipline

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.

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.

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