scholarly journals Nutritional status in primary school students (upper grades) and secondary school students in Apatin

2017 ◽  
Vol 42 (2) ◽  
pp. 79-84
Author(s):  
Veljko Vukicevic ◽  
Velimir Milickovic
Keyword(s):  
Secondary School ◽  
Nutritional Status ◽  
Primary School ◽  
Secondary School Students ◽  
Primary School Students ◽  
School Students

scholarly journals Examining the views of secondary school students on tourism according to different variables (a quantitative study in Safranbolu)

2011 ◽  
Vol 1 (4) ◽  
pp. 85-97 ◽  
Author(s):  
Ufuk Karakuş ◽  
Osman Çepni ◽  
Bahadır Kılcan
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Quantitative Study ◽  
Secondary School Students ◽  
Economic Status ◽  
Study Data ◽  
Eighth Grade ◽  
Primary School Students ◽  
School Students ◽  
Geographic Position

The purpose of this study is to indicate primary school students' views on changes in the socioeconomic and cultural structures of population, which stem from touristic activities. The ffects of variables on these views will be tested in the study. 676 primary school students of sixth, seventh, and eighth grade in Safranbolu, Karabük participated in the study. Data were collected by 5-point Likert type questionnaire developed by Özüpekçe (2008). Results mirrored that students' views on touristic activities were generally positive. It was also seen that students' views differed significantly according to the variables such as school's geographic position, students' grades, and families' economic status.

scholarly journals Adaptive number knowledge in secondary school students: Profiles and antecedents

2019 ◽  
Vol 5 (3) ◽  
pp. 283-300
Author(s):  
Jake McMullen ◽  
Kaisa Kanerva ◽  
Erno Lehtinen ◽  
Minna M. Hannula-Sormunen ◽  
Noona Kiuru
Keyword(s):  
Individual Differences ◽  
Secondary School ◽  
Primary School ◽  
Secondary School Students ◽  
Latent Profile Analysis ◽  
Profile Analysis ◽  
Primary School Students ◽  
School Students ◽  
Latent Profile ◽  
Number Knowledge

The present study aims to examine inter-individual differences in adaptive number knowledge in secondary school students. Adaptive number knowledge is defined as a well-connected network of knowledge of numerical characteristics and arithmetic relations. Substantial and relevant qualitative differences in the strategies and expression of adaptive number knowledge have been found in primary school students still in the process of learning arithmetic. We present a study involving 879 seventh-grade students that examines the structure of individual differences in adaptive number knowledge with students who have completed one year of algebra instruction. Results of a latent profile analysis reveal a model that is similar than was previously found in primary school students. As well, arithmetic fluency and the development of arithmetic fluency are strong predictors of adaptive number knowledge latent profile membership. These results suggest that adaptive number knowledge may be characteristic of high-level performance extending into secondary school, even after formal instruction with arithmetic concludes.

scholarly journals The Protective Effect of Neighbourhood Collective Efficacy On Family Violence and Youth Antisocial Behaviour in Two South Korean Prospective Longitudinal Cohorts

2021 ◽  
Author(s):  
Andreas Bauer ◽  
Gemma Hammerton ◽  
Jisu Park ◽  
Joseph Murray ◽  
Yoonsun Han ◽  
...  
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Family Violence ◽  
Collective Efficacy ◽  
Direct Effect ◽  
Secondary School Students ◽  
Antisocial Behaviour ◽  
Low Ses ◽  
Primary School Students ◽  
School Students

AbstractNeighbourhood collective efficacy has been proposed as a protective factor against family violence and youth antisocial behaviour. However, little is known about its impact on parent and child behaviour in non-Western countries. Using data from two population-based prospective cohorts from South Korea, including primary school students aged 10–12 years (N = 2844) and secondary school students aged 15–17 years (N = 3449), we examined the interplay between collective efficacy, family violence, and youth antisocial behaviour, and whether effects vary by SES. In a first series of models, in both samples, higher levels of collective efficacy were associated with lower levels of family violence, whereas higher levels of family violence were associated with higher levels of youth antisocial behaviour. There was no direct effect of collective efficacy on youth antisocial behaviour; however, there was an indirect effect via family violence. Although these effects were more pronounced in low SES children, there was no evidence of moderation by SES. In a second series of models, in primary school students, collective efficacy was not associated with youth antisocial behaviour. However, there was a direct effect of collective efficacy on family violence, even after adjusting for youth antisocial behaviour. Again, there was no evidence of moderation by SES. In secondary school students, the pattern of results was less consistent, however, again, suggesting more pronounced effects of collective efficacy in low SES children. The findings suggest that collective efficacy may influence family violence more directly, whereas youth antisocial behaviour may be affected more indirectly through the family environment.

scholarly journals Students attitudes to and thoughts on natural and cultural heritage

2021 ◽  
Vol 70 (2) ◽  
pp. 177-196
Author(s):  
Dubravka Kuščević
Keyword(s):  
National Identity ◽  
Secondary School ◽  
Cultural Heritage ◽  
Primary School ◽  
Secondary School Students ◽  
Primary School Students ◽  
School Students ◽  
Natural Heritage ◽  
Students Attitudes ◽  
The Impact

A nation’s cultural and natural heritage is the wealth of the people it belongs to and one of the key elements for the creation of national identity and affirmation in the process of globalization. The aim of our study was to examine the attitudes, knowledge and thoughts of primary and secondary school students related to natural and cultural heritage. A total of 322 respondents from primary and secondary schools in Split-Dalmatia County, Šibenik-Knin County, and Zagreb County participated in the research. Our results indicate that secondary school students show better knowledge of cultural and natural heritage of their homeland and a higher degree of interest in learning about these contents than students in the final grades of primary school. Moreover, secondary school students more than primary school students recognize the value of attaching importance to these topics within the work of educational institutions and in various school subjects. In addition, secondary school students expressed a greater awareness of the importance of preserving cultural heritage and its connection with the development of the economy and the preservation of national identity compared to primary school students. No differences were found among students in terms of the impact of cultural heritage on encouraging their creativity, but it was shown that more frequent visits to archaeological institutions were associated with a higher interest in heritage-related content.

Age and school-type differences in children's beliefs about school performance

2008 ◽  
Vol 32 (6) ◽  
pp. 531-541 ◽  
Author(s):  
Lars-Erik Malmberg ◽  
Brigitte Wanner ◽  
Todd D. Little
Keyword(s):  
Secondary School ◽  
Primary School ◽  
Structural Equation ◽  
Secondary School Students ◽  
Structural Equation Models ◽  
School Type ◽  
Primary School Students ◽  
School Students ◽  
Goal Disengagement ◽  
Children's Beliefs

Age and school-type differences (primary school and three types of secondary school) in self-related beliefs about ability, effort, and difficulty were investigated in a study of 1723 Berlin youth. Consistent with selective ability-stratified schooling, multi-group structural equation models revealed: (1) mean-level belief differences reflecting assimilation effects among secondary school students, (2) belief variances were mostly narrower among secondary school students reflecting restricted social comparison opportunities, and (3) school type moderated relationships between beliefs. Primary school students thought ability was fixed, that effort paid off, and they used normative task difficulty for gauging how effortful they were. Haupt-/Realschule and Gesamtschule students thought they were less effortful and put in less effort. Haupt-/Realschule student achievement was unrelated to their agency belief in ability and personal difficulty, reflecting a pattern of educational goal disengagement. Gymnasium school students seemed to maximize the use of their ability through effort.

scholarly journals Slumps and Jumps: Another Look at Developmental Changes in Creative Abilities

2016 ◽  
Vol 3 (1) ◽  
pp. 152-177 ◽  
Author(s):  
Jacek Gralewski ◽  
Izabela Lebuda ◽  
Aleksandra Gajda ◽  
Dorota M. Jankowska ◽  
Ewa Wiśniewska
Keyword(s):  
Secondary School ◽  
Creative Thinking ◽  
Secondary School Students ◽  
Developmental Changes ◽  
Assessment Criteria ◽  
Formal Schooling ◽  
Primary School Students ◽  
School Students ◽  
Creative Abilities ◽  
Nonlinear Pattern

AbstractThe aim of this study is the analysis of creativity changes across life, particularly the widely discussed crisis periods in the development of creative abilities. A large and diversified sample of Poles (N = 4898 aged from 4 to 21 years), at each educational stage of the Polish education system, from pre-schoolers, through primary school students, middle-school students, secondary-school students and finally university students completed the Test for Creative Thinking – Drawing Production. The observed changes showed a nonlinear pattern in the development of creativity with diverse declines and increases in creative abilities. These trends are different for each of the assessment criteria of the TCT-DP and at least three different trajectories were identified. The adolescent slump was confirmed for three of the 14 assessment criteria as well as the total TCT-DP score. What was not noted however was: a slump caused by entry into formal schooling, (age 6 vs 7), 4th grade slump, (age 9 vs 10) and 6th grade slump (age 11 vs 12). We discuss possible reasons for and consequences of the findings.

The Relationship Between School Connectedness and Mental Health During the Transition to Secondary School: A Path Analysis

2013 ◽  
Vol 23 (2) ◽  
pp. 157-171 ◽  
Author(s):  
Leanne Lester ◽  
Stacey Waters ◽  
Donna Cross
Keyword(s):  
Mental Health ◽  
Secondary School ◽  
Primary School ◽  
Path Analysis ◽  
Secondary School Students ◽  
School Connectedness ◽  
Transition Period ◽  
Depression And Anxiety ◽  
School Students ◽  
Bullying Victimisation

During the transition from primary to secondary school, students typically experience a new social environment, moving from primary school with small intact classes throughout the day with one main teacher, to a larger secondary school with teachers, classrooms and often classmates changing throughout the day. During this time, students report a reduced sense of connectedness, which has been associated with symptoms of depression and anxiety. This study investigated the temporal association between feeling connected to school and mental health prior to and over the transition period. Data were obtained from 3,459 students in a longitudinal study of adolescents’ knowledge, attitudes and experiences of bullying victimisation and perpetration during the transition from primary school to secondary school. Students completed a questionnaire at four time points from Grade 7 to the end of Grade 9. Path analysis was used to model relationships between school connectedness, depression and anxiety. The findings suggest reciprocal relationships between connectedness and mental health where increased connectedness to school is associated with decreased depression and anxiety; conversely, increased depression and anxiety is associated with decreased connectedness to school. The significant reciprocal associations found in the cross-lag models in the first two years of secondary school indicate the need to intervene during the transition period to improve students’ social and mental health outcomes.

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