Excusing Elementary School Students from Regular Classroom Activities for the Study of Instrumental Music: The Effect on Sixth-Grade Reading, Language, and Mathematics Achievement

1985 ◽  
Vol 33 (1) ◽  
pp. 45 ◽  
Author(s):  
Edward J. Kvet
Keyword(s):  
Elementary School ◽  
Mathematics Achievement ◽  
Elementary School Students ◽  
Instrumental Music ◽  
Sixth Grade ◽  
Regular Classroom ◽  
School Students ◽  
Classroom Activities ◽  
Language And Mathematics ◽  
And Mathematics

Multiple Goals and Homework Involvement in Elementary School Students

2015 ◽  
Vol 18 ◽  
Author(s):  
Antonio Valle ◽  
Irene Pan ◽  
José C. Núñez ◽  
Susana Rodríguez ◽  
Pedro Rosário ◽  
...  
Keyword(s):  
Academic Achievement ◽  
Elementary School ◽  
Goal Orientation ◽  
Elementary School Students ◽  
Sixth Grade ◽  
Multiple Goals ◽  
Academic Goals ◽  
School Students ◽  
Learning Goal Orientation

AbstractThis work arises from the need to investigate the role of motivational variables in homework involvement and academic achievement of elementary school students. The aims of this study are twofold: identifying the different combinations of student academic goals and analyzing the differences in homework involvement and academic achievement. The sample was composed of 535 fourth-, fifth- and sixth-grade elementary school students, between the ages of 9 and 13 years old. Findings showed three groups with different motivational profiles: a group of students with high multiple goals, another group with a learning goal orientation and a third group defined by a low multiple goals profile. Focusing on the differences between groups, it was observed that the amount of time doing homework was not associated with any motivational profile. Nevertheless, the differences were statistically significant between the motivational groups in the amount of homework (F(2, 530) = 42.59; p < .001; ηp2 = .138), in the management of time spent on homework (F(2, 530) = 33.08; p < .001; ηp2 = .111), and in academic achievement (F(2, 530) = 33.99; p < .001; ηp2 = .114). The effect size was large for the amount of homework performed and was also relatively large in the case of management of time and academic achievement.

scholarly journals Improving Peer Relations of Elementary School Students through a School Gardening Program

2014 ◽  
Vol 24 (2) ◽  
pp. 181-187 ◽  
Author(s):  
Seong-Sil Kim ◽  
Sin-Ae Park ◽  
Ki-Cheol Son
Keyword(s):  
Elementary School ◽  
Elementary School Students ◽  
Peer Relationships ◽  
Social Relationships ◽  
Peer Relations ◽  
Sixth Grade ◽  
Peer Status ◽  
Control Group ◽  
School Students ◽  
School Gardening

For older elementary school students, amicable peer relationships are important to meeting developmental challenges, such as socialization. Thus, in this study, the effectiveness of a school gardening program to promote positive social relationships among elementary school students was assessed. The participants in this study were fifth and sixth grade students from four elementary schools in Wonju, South Korea. The experimental and control groups consisted of 123 students each (total 246) from fifth and sixth grade classrooms. The gardening program included a range of activities, such as sowing seeds and harvesting produce, and was designed to improve peer status, peer relations, and sociality. The program was embedded in the school curriculum; sessions were 90 minutes per week for 10 weeks from 16 April through 25 June 2012. The results revealed the school gardening program brought about meaningful differences in both persistence of friendship (P = 0.04) and adaptability between friends (P = 0.03), which were subcategories of peer relationships, in the experimental group. There were also significant improvements in sociality (P < 0.001) and its various subcategories, especially in law-abiding (P < 0.001) and collaboration (P < 0.001). Finally, the peer status results showed that there was significantly a greater increase in the peer status after the school gardening program, but there was no significant change in the control group. In conclusion, the school gardening program for elementary school students had a positive influence on peer relationships, sociality, and peer status. Implementing a garden program in schools will effectively contribute to the improvement of social relationships among elementary school students.

scholarly journals Empathy, Awareness and Attitudes toward Violence among Elementary School Students

2020 ◽  
Vol 26 (2) ◽  
pp. 164-172 ◽  
Author(s):  
So Ra Kang ◽  
Haeryun Cho ◽  
Shin-Jeong Kim
Keyword(s):  
Elementary School ◽  
Data Collection ◽  
Violence Prevention ◽  
Elementary School Students ◽  
Sixth Grade ◽  
School Students ◽  
Attitudes Toward Violence ◽  
Sixth Grade Students ◽  
Data Collection Period ◽  
Collection Period

Purpose: The purpose of this study was to investigate empathy, awareness, and attitudes toward violence among elementary school students. Methods: The participants were 195 fifth and sixth grade students in Y elementary school. The data collection period was from June 24 to July 4, 2019. Results: Empathy scores significantly differed according to participants' gender and need for education on violence prevention. Attitudes towards violence (permissive and neglectful) significantly differed according to students' grade and need for education on violence prevention. Empathy was negatively correlated with permissive attitudes toward violence (r=-.26, <i>p</i><.001) and neglectful attitudes toward violence (r=-.24, <i>p</i>=.001). Conclusion: The results of this study are expected to be utilized as basic data for education on violence prevention through empathy.

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