Academic intrinsic motivation in young elementary school children.

Two studies, 1 longitudinal and 1 cross-sectional, demonstrate that for young elementary school children, academic intrinsic motivation is a reliable, valid, and significant construct. It was positively related to achievement, IQ, and perception of competence, and inversely related to anxiety. Academic intrinsic motivation at age 9 was significantly predicted by motivation measured 1 and 2 years earlier, above and beyond the contribution of IQ and achievement. Children with higher academic intrinsic motivation at ages 7 and 8 were more likely to show higher motivation at age 9. Whereas young children could reliably distinguish between subject areas of academic intrinsic motivation, only math motivation showed consistently specific relations to other math criteria. Findings are discussed with regard to developmental theories of intrinsic motivation and the significance of academic intrinsic motivation for children's education. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Experience of musical performance anxiety in elementary school children.

Performance anxiety is a common problem for musicians. Although empirical research on adult musicians is growing, child musicians have largely been overlooked. This study examined the experience of performance anxiety in 173 children. Participants in Grades 3-7 completed the State form of the State-Trait Anxiety Inventory for Children (C. D. Spielberger, D. C. Edwards, R. E. Lushene, J. Montuori, & D. Platzek, 1973) at 2 points in time: during a regular school day and on the day of a major school concert. Trait anxiety was also measured on the 1st occasion. It was found that state anxiety was significantly higher on the day of the school concert and was related to children's level of trait anxiety. No differences were found for type of music class. Gender differences were apparent in upper elementary grades. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Risk factors associated with incisor injury in elementary school children

This study examined risk factors associated with incisor injury in 3396 third and fourth grade school children in Alachua County, Florida. One of six orthodontists completed a standardized examination form for each child to assess severity of incisor injury, gender, age, race, skeletal relationships, morphologic malocclusion, incisor exposure, interlabial gap, TMJ sounds, chin trauma, and history of lower facial trauma. One in five (19.2%) exhibited some degree of incisor injury. This was limited to a single tooth in 73.1% of those with injury, while enamel injury predominated (89.4%). The majority of the injuries (75.4%) were localized in the maxillary arch, with central incisors the most frequently traumatized. Chi-square tests of association indicated that gender, race, school, orthodontist, history of lower facial trauma, chin trauma, profile, and maxillary and mandibular horizontal positions were associated with incisor injury (P < 0.05). Wilcoxon rank sum tests identified differences in age, overjet, time of screening, and interlabial gap between those with and without injury (P < 0.05). Results of logistic regression analyses indicated risk of incisor injury was greater for children who had a prognathic maxilla, a history of trauma, were older, were male, and had greater overjet and mandibular anterior spacing.     

Classroom learning style and cooperative behavior of elementary school children.

Cooperative behavior of 243 3rd–7th graders who studied in cooperative small groups was compared to that of 150 pupils in classrooms conducted with whole-class instruction. An expanded version of M. Madsen's (1971) domino game was used to assess Ss' judgments about distributing payoff to themselves or to others in an altruistic, cooperative, or competitive fashion. In a 2nd experiment, 54 groups of 5 Ss were asked to construct new words from the letters appearing in an epigram, with the option to work alone or to collaborate with others. Ss from small-group classrooms were more cooperative on both judgmental and behavioral measures than were Ss from traditional classrooms. (25 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Preschool predictors of narrative writing skills in elementary school children.

This study examined the preschool predictors of elementary school narrative writing skills. The sample included 65 typically developing African American children, ranging in age from 5.0 to 5.5 years, and was 44.6% male. Targeted preschool predictors included measures of phonological processing, core language abilities, prereading skills, and early writing concepts assessed during the spring or summer, just before beginning kindergarten. Using hierarchical linear modeling, findings showed that core language abilities, prereading skills, and maternal education at preschool significantly predicted the level of writing in Grades 3–5, but only core language abilities and prereading skills significantly predicted the rate of growth in writing. When kindergartners were separated into low and high readers, and low and high core language abilities, a significant pattern of widening differences emerged between the groups over time. These findings point to core language abilities, prereading skills, and maternal education assessed at kindergarten entry as critical predictors of later narrative writing skills, and they suggest the importance of including such measures when screening for written language problems in early kindergarten and early elementary school. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Bias in prediction: A test of three models with elementary school children.

Studied 2 competing conceptualizations of test bias in educational settings and compared each to the traditional regression model. The bias model proposed by T. A. Cleary and that proposed by R. L. Thorndike (see record 1971-31520-001) were each employed, along with the traditional regression model, on data obtained from 95 male and 101 5th graders to determine the extent of sex bias in selection resulting from each of the 3 models. Results show that the Cleary procedure produced substantial bias in both selection and accuracy of selection in favor of the female subgroup. The traditional prediction model resulted in pronounced selection bias in favor of the male subgroup and a slight bias in accuracy of selection in favor of the same subgroup. The Thorndike procedure, by definition, results in no selection bias but did produce slight bias in the accuracy of selection favoring the female subgroup. (20 ref) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Prevalence of Cryptosporidium species in elementary school children

The project described here was conducted to study the prevalence of various parasites in elementary school children in northern Jordan. A single stool specimen was collected from each of 1,000 students in the 6- to 14-year-old age group. A questionnaire covering demographic information, health status, and other relevant information was filled out by one of the parents of each student. Fresh stool specimens were processed by using wet mount preparations, formalin-ether, and Sheather's sugar flotation techniques. Permanently stained slides were prepared by acid-fast, Giemsa, and trichrome staining. Cryptosporidium species was found in 40 specimens (4%); however, only 15 specimens had Cryptosporidium species alone, and these 15 specimens were from symptomatic children with diarrheic stools. The symptoms reported most often were abdominal pain, cramps, malaise, nausea, and headache. The number of cases of infection was higher in villages, where contact with animals was evident and where contaminated drinking water could have been a major source of the infections.     

Using computer-assisted instruction to personalize arithmetic materials for elementary school children.

Fifth- and sixth-grade children studied one of three versions of a computer-assisted lesson on division of fractions. In one version, examples were personalized by incorporating information about the student (friends, interests, and hobbies) into the problem contexts. In the two other versions, concrete (realistic but hypothetical) contexts and abstract contexts were used. Experimental outcomes favored the personalized-context group over one or both of the other groups in solving standard problems and transfer problems, in recognizing rule procedures, and in task attitudes. In supplemental analyses, we examined influences on achievement of gender, age, and aptitude-treatment interactions based on California Achievement Tests scores. Results are interpreted as suggesting the benefits of personalized examples for motivation and meaningful learning of problem-solving procedures. Practical advantages of the computer-based model for adapting instruction are also considered. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Encoding of nonverbal behavior by high-achieving and low-achieving children.

40 adults viewed silent videotapes of high- and low-achieving children and estimated the level of understanding revealed by each child. 40 4th–5th graders had earlier encoded understanding or not understanding of a lesson by employing only nonverbal responses. The encoding was either spontaneous or deliberate (role play). Results show that observers accurately differentiated between understanding and not understanding in both the spontaneous and deliberate conditions. Furthermore, in the spontaneous conditions, high achievers were perceived as understanding more than low achievers in both easy and difficult lessons, and females were perceived as understanding more overall than males. Achievement level and sex did not, however, yield a main effect in the deliberate encoding conditions. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An evaluation of the relative effectiveness of NCTM standards-based interventions for low-achieving urban elementary students.

The effects of 2 instructional methods, problem solving and peer collaboration, were evaluated for enhancing mathematics achievement, academic motivation, and self-concept of 104 low-achieving 3rd and 4th graders. Students were assigned randomly to 1 of 4 conditions: control, problem solving, peer collaboration, and problem solving?+?peer collaboration. Students in all conditions met twice weekly for 30-min mathematics sessions over a 7-week period. Results indicate that problem-solving students performed significantly higher than their counterparts who did not receive problem solving on measures of computation and word problems and reported higher levels of academic motivation, academic self-concept, and social competence. Students who participated in peer collaboration scored higher on measures of computation and word problems and reported higher levels of academic motivation and social competence than did students who did not participate in peer collaboration. No significant interaction effect was found. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Cognitive engagement and story comprehension in typically developing children and children with ADHD from preschool through elementary school.

The present study examined children's cognitive engagement with television as a function of the continuity of central or incidental content and whether this varied with age and clinical status. In Experiment 1, 9- to 11-year-old children's response times on a secondary task were slower the later a probe occurred in a sequence of central events, and response times predicted recall. Experiment 2 extended these results to 6- to 8-year-old children. Experiment 3 revealed that children with attention-deficit/hyperactivity disorder (ADHD) failed to show the pattern consistently observed for comparison children. The results support the hypothesis that typically developing children build a representation during viewing that reflects the causal structure of the televised story but that this skill is deficient in 4- to 9-year-old children with ADHD. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

The perception of phoneme sequences by monolingual and bilingual elementary school children.

Compared 121 3rd and 4th grade students, some schooled monolingually in either French or English, and some schooled bilingually in both English and French, for their ability to differentially discriminate initial phoneme sequences. This ability was tested with an ABCX discrimination procedure. A significant interaction between method of instruction and category of stimulus sound indicates that the bilingually taught Ss had developed a sensitivity for the sound system of their 2nd language, but that this training had not resulted in a generalized facility in discriminating sound systems by the 4th grade. (French summary) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Impact of grade retention on the social development of elementary school children.

When children do not exhibit certain minimum academic competencies, they are retained in grade. Despite the pervasiveness of this school practice, little is known about the effects of grade retention on children's social development. The present study explored the hypotheses that peer discrimination may be one factor contributing to the negative effects of grade retention reported in the previous literature. Specifically, it was expected that retained children would (a) receive unfavorable peer attributions, (b) be assigned lower social status, (c) be the targets of peer discrimination, and (d) have lower expectations for themselves and for school. Evidence for peer discrimination against retained children was found, but effects were moderated by the age, gender, relative physical size, and retention status of the rater. Contrary to prediction, retained children had higher self-esteem than did nonretained children. These and other findings were discussed in terms of school and peer influence on social development. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Moral reasoning, classroom behavior, and sociometric status among elementary school children.

Relations among moral reasoning, classroom behavior, and sociometric status were investigated in a sample of 133 2nd and 3rd graders. It was hypothesized that hedonistic and needs-oriented moral reasoning, 2 forms of L. Kohlberg's (1984) Stage 2 moral reasoning, would be differentially related to teachers' ratings of classroom behavior and to sociometric status. Among boys, hedonistic moral reasoning was associated with the lack of social competencies, acting-out behavior, and low social preference. In addition to influencing sociometric status indirectly through social behavior, moral reasoning was found to explain variance in sociometric status not accounted for by either acting out or social competencies. Results support N. Eisenberg's (1986) claim that hedonistic and needs-oriented reasoning are qualitatively distinct. Although both forms of reasoning characterize Kohlberg's Stage 2, it is hedonistic reasoning, not needs-oriented reasoning, that appears to be associated with poor social behavior and, in turn, low sociometric status. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

关于企业小学教师队伍素质的提升

当前,基础教育改革已将教师队伍素质的提高摆在了一个十分紧迫而又非常重要的位置."课改成败,系于教师",我们已越来越清楚地认识到教师的地位和作用.<国务院关于基础教育改革与发展的决定>中指出:"建设一支高素质教师队伍是扎实推进素质教育的关键."各级教育主管部门、学校也都在千方百计抓住一切有利时机,通过各种途径对教师进行培训,教师队伍的素质已经有了很大提高,但也存在不少问题.笔者曾于2002年5月在某企业所属的四所小学,就教师队伍的状况作了一次调查,存在的问题主要表现在:     

Factors affecting smoking of elementary and high school children from Chile

The outcome of orthodontic treatment involving early extraction of 4 second molars was evaluated in 52 patients (29 girls, 23 boys). Computer-assisted analysis of cephalograms, casts and panoramic X-rays was performed at the start (T1, mean age 11.5 years) and at the end (T2, mean age 14.4 years) of treatment. Following treatment, mesial migration of upper and lower first molars was counteracted; however, treatment only moderately influenced normal development of the position of the incisors and the profile. At the end of treatment, the third molars had erupted in only 3 patients. Nevertheless, on average a significant mesial movement of these teeth was observed. In addition, there was a significant improvement in the axial inclination of the third molars, especially in the upper arch. This improvement was correlated with the original position of the teeth. All patients needed a longer follow-up period and it seems reasonable that some of them might require a second treatment phase to adjust the position of the third molars.     

School behavior check list: An inventory of deviant behavior for elementary school children.

Modified Ross' Pittsburgh Adjustment Survey Scales to form 7 scales, designated the School Behavior Check List, for teacher ratings of children's deviant behavior. Factor structure for each sex was identical, although mean scale scores differed significantly. The T-score norms were then computed from a general sample of elementary schoolchildren (N = 5,373) for male, female, and total populations. Analyses of variance showed that scales were affected by sex, race, socioeconomic level, and IQ. The Total Disability scale and IQ were inversely correlated (-.42). A 2nd-order factor analysis revealed 1 dimension, achievement competence. The scales appear to be useful instruments, and the inverse relationship between IQ and psychopathology may have major theoretical implications. (24 ref.) (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Lowering risk for early alcohol use by challenging alcohol expectancies in elementary school children.

Altering alcohol expectancies has reduced alcohol use among young adults and may lead to successful prevention of early alcohol use. The authors randomly assigned 216 4th-grade children to an expectancy challenge or control condition and used individual-differences scaling to map expectancies into memory network format, with preference mapping to model likely paths of association. After expectancy intervention, children exhibited a greater likelihood to associate alcohol use with negative and sedating consequences and a decreased likelihood to associate alcohol with positive and arousing consequences. Children and adults who emphasize negative and sedating effects have been found to be less likely to use alcohol. Therefore, expectancy challenge interventions that have been successful at modifying expectancies and subsequently decreasing alcohol consumption of adults may be useful in reducing the likelihood of early alcohol use among children. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

An ethological analysis of nonverbal inhibitors of aggressive behavior in male elementary school children.

Tested the hypothesis that a child's displays of human submission involving diminished body stature have a higher probability of terminating attack by an aggressor than other behaviors exhibited by the child during an agonistic encounter. Groups of 28–34 8–12 yr old male elementary school students were observed in 24 40-min sessions over a 6-wk period. A videotape unit was activated whenever the initiation of agonistic interaction was observed. Results indicate that behaviors involving a diminution of body stature (kneeling, bowing, shoe tying) were found to precede the cessation of agonistic activity between the students significantly more frequently than other forms of behavior exhibited by the student under attack (e.g., threat displays, face-to-face interaction). It is suggested that to the extent that the aggressive encounters of children during play activity represent at least one form of human agonistic activity, a constellation of behaviors exist which serve an appeasement function. (PsycINFO Database Record (c) 2010 APA, all rights reserved)     

Resource recovery: Use of a group contingency to increase paper recycling in an elementary school.

Recycling has been suggested as a means for replenishing dwindling energy supplies, reducing solid waste accumulation, and conserving natural resource bases. In the present study, the rates of newspaper recycling in 10 classrooms totaling 271 1st–6th graders were measured for 9? wks when a verbal appeal was made to students and when prizes were awarded to participating members of 3 classes recycling the most paper. 792 lb (359 kg) of newspaper were collected when the verbal appeal was made, and 14,298 lb (6,486 kg) were collected when prizes were forthcoming. The impact that newspaper recycling has on energy consumption was estimated, and the advantage of using the school system as an "agent" for wide-scale recycling operations is discussed. (PsycINFO Database Record (c) 2010 APA, all rights reserved)