Fitness, Fatness, and Academic Performance in Seventh-Grade Elementary School Students

2014 ◽  
pp. 201-218
Keyword(s):  
Elementary School ◽  
Academic Performance ◽  
Elementary School Students ◽  
Seventh Grade ◽  
School Students

scholarly journals Fitness, fatness, and academic performance in seventh-grade elementary school students

2014 ◽  
Vol 14 (1) ◽  
Author(s):  
Luís B Sardinha ◽  
Adilson Marques ◽  
Sandra Martins ◽  
António Palmeira ◽  
Cláudia Minderico
Keyword(s):  
Elementary School ◽  
Academic Performance ◽  
Elementary School Students ◽  
Seventh Grade ◽  
School Students

scholarly journals Obesity is associated with decreased academic performance in elementary school students

2011 ◽  
Vol 25 (S1) ◽  
Author(s):  
CRAIG A JOHNSTON ◽  
JENNETTE PALCIC ◽  
SANDRA A STANSBERRY ◽  
ABEER A EL‐MUBASHER ◽  
JOHN P FOREYT ◽  
...  
Keyword(s):  
Elementary School ◽  
Academic Performance ◽  
Elementary School Students ◽  
School Students

scholarly journals Extracurricular Activities and Academic Performance in Elementary School Students

2013 ◽  
Vol 3 (2) ◽  
pp. 87-97
Author(s):  
Ramón Cladellas Pros ◽  
Mercè Clariana Muntada ◽  
Mar Badia Martín ◽  
Concepción Gotzens Busquets
Keyword(s):  
Elementary School ◽  
Academic Performance ◽  
Elementary School Students ◽  
Extracurricular Activities ◽  
Balearic Islands ◽  
Extracurricular Activity ◽  
School Students ◽  
Final Sample ◽  
Potential Impact ◽  
Academic Results

The aim of this study is to assess the potential impact of extracurricular activities on the academic performance of elementary school students. Attendance or not attendance, type of extracurricular activities (recreational, cognitive or both) and the number of hours a week have been taken into account. The final sample consisted of a total of 721 elementary school students (366 boys and 355 girls) from various schools in the counties of Catalonia and the Balearic Islands. Parents of the students were provided with a questionnaire asking for the pupils’ grades in different academic subjects (mathematics, Catalan, Spanish and English languages, gymnastics and arts) and information about type and amount of extracurricular activities. The results show that performing any kind of extracurricular activity improves academic performance. More specifically, performance of some activity (whether recreational or cognitive, or a combination of both) significantly accounts for improvement in academic results, except for math, gymnastics and arts. Also, the study shows that a high number of hours of extracurricular activities (more than 10 hours a week) negatively affect the performance in all subjects except in gymnastics.

scholarly journals Effects of Multimedia Instructional Message on Motivation and Academic Performance of Elementary School Students in Croatia

2020 ◽  
Vol 13 (4) ◽  
pp. 491-508
Author(s):  
Tomislava Lauc ◽  
◽  
Gordana Kuterovac Jagodić ◽  
Jelena Bistrović ◽  
◽  
...  
Keyword(s):  
Elementary School ◽  
Academic Performance ◽  
Elementary School Students ◽  
School Students

scholarly journals Child Avoidance of Anxiety-Provoking Situations in the Classroom and Teacher Accommodation

2021 ◽  
pp. 1-11
Author(s):  
Golda S. Ginsburg ◽  
Jeffrey E. Pella ◽  
Anneliese DeVito ◽  
Grace Chan
Keyword(s):  
Elementary School ◽  
Academic Performance ◽  
Elementary School Students ◽  
Reading Aloud ◽  
School Students ◽  
White Children ◽  
Additional Training ◽  
School Based ◽  
Training And Research

Abstract This study examined: (1) school-based avoidance among students with problematic anxiety, (2) teachers’ levels of accommodation of avoidant behaviour, and (3) the relation between teacher accommodation and student avoidance and anxiety. Participants included 31 elementary school students with problematic anxiety (mean age = 7.7 years; range 5–11; 58% female; 71% White) and their teachers (mean age = 41.1 years; 100% female; 100% White). Children completed interviews about their anxiety, and teachers reported on students’ avoided situations and completed a questionnaire about their own use of accommodation. Results indicated that the most commonly avoided situations involved individual and group academic performance (e.g., reading aloud in front of class). All teachers engaged in some form of accommodating behaviour more than one day a week (e.g., assisted a student in avoiding things that might make him/her more anxious), and teachers who reported engaging in more accommodating behaviours had students with higher avoidance and anxiety. Findings suggest that additional training and research on teachers’ behaviours that maintain and/or reduce anxiety via reducing accommodating behaviours appears warranted.

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