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Journal articles on the topic '6th Graders'

Author: Grafiati

Published: 5 June 2025

Last updated: 15 July 2025

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Espelage, Dorothy L., Kris Bosworth, and Thomas R. Simon. "Short-Term Stability and Prospective Correlates of Bullying in Middle-School Students: An Examination of Potential Demographic, Psychosocial, and Environmental Influences." Violence and Victims 16, no. 4 (2001): 411–26. http://dx.doi.org/10.1891/0886-6708.16.4.411.

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Stability and change of bullying over a four-month interval was examined in 516 middle school students (grades 6-8). The stability coefficient was .65 for the entire sample. There was a significant increase in bullying behavior from Time 1 to Time 2 for 6th grade students; no significant change in bullying was found among 7th or 8th graders. For 6th graders, a greater confidence in using non-violent strategies was associated with less bullying at Time 2, while beliefs supportive of violence and misconduct, less positive adult influences, and more negative peer influences were associated with greater likelihood of bullying at Time 2. Higher levels of impulsivity, anger, and depression were also associated with greater levels of bullying over time. Several explanations for the increase in bullying behaviors among 6th graders are discussed and linked to intervention efforts.

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Rykhal, V., H. Huk, D. Garbar, and R. Dmytriv. "Indicators of physical health of middle school age." Scientific Journal of National Pedagogical Dragomanov University. Series 15. Scientific and pedagogical problems of physical culture (physical culture and sports), no. 9(154) (October 3, 2022): 86–91. http://dx.doi.org/10.31392/npu-nc.series15.2022.9(154).19.

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The social progress of Ukrainian society directly depends on the health of the population, and the prospects for its development depend on the health of the younger generation, especially school-age children. Since school age is the most favorable for the formation of healthy lifestyle skills, a conscious attitude to one's health, the desire to maintain and improve its level throughout later life. Unfortunately, the level of physical health of children and adolescents has been steadily deteriorating recently. Issues of increasing physical development and correcting the physical health of children of different ages due to the introduction of innovative means, methods and forms of physical education into the process of physical education. Modern living conditions place high demands on physical health and protective capabilities of the human body. The article describes indicators of physical health of middle school childrens. The analysis of the data of the primary study of students of the main groups revealed an average level of physical health among childrens of 6th grades and lower than average among childrens of 7‒8th grades. In terms of age, it was established that mostly the scores of 8th graders are significantly higher than the results of 6th and 7th graders (р˂0.05‒0.001). An exception is the indicators of the level of development of strength, speed and speed endurance of the muscles of the back and abdominal press, according to which the results of the 8th grade students are significantly lower than the data of the 6th and 7th grade students (р˂0.001). In terms of gender, it was found that the boys' performance is better than the girls', but it is mostly not reliable (p>0.05). An exception is the weight and height indicators of 8th graders; the results of the 6th and 8th grade childrens examination; Heart rate during the first 15 s of the recovery period after exercise (P₂) of childrens in grades 7-8; Heart rate during the last 15 s of the first minute of recovery (P₃) of 7th graders and lifting of the torso to the seat of 6th graders, between which differences by gender are reliable (р˂0.05‒0.001).

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Arora, Chandni, and Aparna Nandurkar. "Comparison between reading comprehension and phonetic and non-phonetic reading skills in children with normal hearing and children with cochlear implants." Journal of Otolaryngology-ENT Research 15, no. 1 (2013): 1–5. http://dx.doi.org/10.15406/joentr.2023.15.00517.

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The primary purpose of this study was to explore the reading comprehension skills and phonetic and non-phonetic reading skills in the English language in both, children with normal hearing and children with cochlear implantation. Research in this area is limited with respect to the Indian context and hence a study dealing with these aspects has the potential to broaden our understanding of benefits of cochlear implantation as it helps with academics. The study involved a total of 74 participants across three grades, 5th, 6th and 7th of which 57 were CWNH and 17 were CWCI. All were assessed based on scores attained on 4 assessment tasks, phonetic reading skills, non-phonetic reading skills, short reading passage comprehension and long reading passage comprehension. On statistical analysis, there was a significant difference between scores obtained on phonetic reading, short reading passage comprehension and long reading passage comprehension between 5th and 6th as well as 6th and 7th graders of CWNH. However, no significant difference was recorded between all three standards (5th, 6th and 7th) on all 4 assessment tasks for CWCI group. When grade level comparisons were made between CWNH and CWCI, there was no statistically significant difference of scores on any of the 4 tasks between the two groups at any grade level except that 6th graders of CWNH group performed better in the short reading passage comprehension task as compared to 6th graders of CWCI. Keywords: cochlear implant, reading comprehension, phonetic words, non-phonetic words

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Yi, Seong-Yong. "A Study on the Analysis of Mathematics Textbook’s Illustrations in Special Elementary School." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 8 (2023): 247–66. http://dx.doi.org/10.22251/jlcci.2023.23.8.247.

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Objectives It is to systematically analyze the mathematics textbook’s illustrations of special education elementary schools and present basic data on textbook’s illustrations related to future textbook development. Methods The subject of analysis is six books of special education elementary mathematics textbooks developed according to the 2015 special education curriculum. A total of 1,586 pages were analyzed using an analysis tool. The analysis tool is an analysis framework consisting of formal parts (number of illustrations, type, size, arrangement, clarity) and content parts (illustration role, suitability, and content consistency) of textbook illustrations. Results First, the average number of illustrations was 1.65 per page, and paintings were the most common type. As for the size, “2/3” was the most common in the 1st-2nd grades, and “1/2” was the most common in the 3rd-4th and 5-6th grades. By placement, “center” was the most common in the 1st-2nd graders, while “above” was the most common in the 3rd-4th graders and 5-6th graders. The clarity was very high. Second, as for the role of illustration, “activity guidance” was the most common in the 1st-2nd graders, and “data provision” was the most common in the 3rd-4th and 5-6th graders. Illustration suitability had the most essential functions. Content consistency was very high. Conclusions This study can be used as useful basic data for mathematics textbook’s illustrations being developed in accordance with the 2022 special education curriculum. In this study, it was suggested to increase the budget related to illustrations, present various illustration types, improve clarity, and provide training.

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Kim, Hyun-Sook, and Doo-Hyun Park. "Comparative analysis of children’s literature in primary school English textbooks in Korea: Focusing on five types of English textbooks for all primary school students(3rd, 4th, 5th, 6th) learning English in school." Korean Association For Learner-Centered Curriculum And Instruction 24, no. 2 (2024): 673–96. http://dx.doi.org/10.22251/jlcci.2024.24.2.673.

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Objectives The purpose of this paper is to compare and analyze all the children's literature books on primary English textbooks that are currently used in primary school English classes in Korea, and to discuss their current status, problems, and improvements. Methods Five types of primary English textbooks for each of 3rd, 4th, 5th, and 6th grades were collected. Children's literature included in each English textbook was compared and analyzed by dividing it into four criteria: type, subject matter, degree of original content modification, and teaching method by referring to previous re-search and related theories. The teaching method was subdivided into language function and learning time for comparative analysis. Results As for the types of children's literature, ‘traditional literature’ was the mainstream in the 3rd & 4th grades while there were many ‘realistic literature books’ in the 5th & 6th grades. For the subject matter, the 3rd & 6th graders introduced ‘personal life’, the 4th graders introduced ‘public morality’, and the 5th graders introduced ‘cultural differences’ the most. In terms of the degree of adaptation of the original content of children's literature, 3rd, 4th, and 5th graders partially adapted the original children's literature work in the form of a script to review the learning goals and communication functions of the learned unit. Most of the 6th children's literature was newly created by the textbook writers so that students can review the lesson of the learned unit. The method of teaching children's literature focuses on speaking, listening, and some simple writing activities in the 3rd grade, and at-tempts were made to integrate speaking, listening, writing, and reading in the 4th, 5th, and 6th grades. Children's literature was organized so that most of the grades were simply taught as a single lesson. Conclusions Since the types of children's literature are limited to a few types in primary English textbooks, it is necessary to introduce more diverse types of children's literature. In addition, children's original literature was adapted so much to review the communication functions of learned lesson, depriving of students’ interest on the literature, so more careful consideration is needed when modifying children's literature. It is also needed to in-crease the lesson time of teaching children’s literature and to provide children's literature guidance with more di-verse and interesting activities.

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Carcilli, Alice, and David Lester. "Attitudes toward Gun Control in Urban and Suburban Youth." Psychological Reports 82, no. 3_suppl (1998): 1402. http://dx.doi.org/10.2466/pr0.1998.82.3c.1402.

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Yi, Seong-Yong. "A Study on the Analysis of Korean Language Textbook’s Illustrations in Special Elementary School." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 14 (2023): 145–60. http://dx.doi.org/10.22251/jlcci.2023.23.14.145.

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Objectives The purpose of this study was to analyze the Korean language textbook’s illustrations of the special elementary school and provide basic data on illustrations when developing textbooks in the future. Methods Six special elementary Korean language textbooks were collected and a total of 1,668 pages were analyzed. The analysis tool was used by creating a frame with formal aspects(number, type, size, arrangement, clarity) and content aspects(role, suitability, and content consistency). Results First, the number of illustrations contained more than one illustration on each page. Second, paintings were the most common types of illustrations. Third, the 1st and 2nd graders and the 3rd and 4th graders were the most common 1/16-sized illustrations, and the 5th and 6th graders were the most common 2/3-sized illustrations. Fourth, by arrangement, many illustrations were placed below in the 1st and 2nd grades, at the center in the 3rd and 4th grades, and above in the 5th and 6th grades. Fifth, the clarity was very high. Sixth, data provision was the most common role of illustrations. Seventh, in terms of illustration suitability, there were the most essential functions. Eighth, the content consistency was very high. Conclusions It was discussed and suggested to increase the illustrations budget, increase photo illustrations, and improve the quality of illustrations when developing textbooks in the future.

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Basinger, Karen S., and John C. Gibbs. "Validation of the Sociomoral Reflection Objective Measure—Short Form." Psychological Reports 61, no. 1 (1987): 139–46. http://dx.doi.org/10.2466/pr0.1987.61.1.139.

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The Sociomoral Reflection Objective Measure—Short Form—derived from the Sociomoral Reflection Objective Measure, a group-administered recognition measure of Kohlbergian moral reasoning—was psychometrically evaluated for use with 11th graders, juvenile delinquents, and 6th graders. The short form evidenced acceptable reliability and validity for use with 11th graders. Psychometric properties were comparable to those reported for the full scale. Since the short form takes 20 min. less to administer and is quicker to score, the short form was recommended for use with 11th graders in large-scale research. Results for both 6th graders and juvenile delinquents showed that the short form, like the full scale, does not have acceptable reliability and validity for these groups. Reliability and validity of the short form for other adolescent groups must be assessed.

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Yang, Der-Ching, and Chun-Jen Hsu. "Teaching Number Sense for 6th Graders in Taiwan." International Electronic Journal of Mathematics Education 4, no. 2 (2009): 92–109. http://dx.doi.org/10.29333/iejme/232.

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Diniyah, Lilik Fatkhu. "PENINGKATAN SELF CONFIDENCE DAN HASIL BELAJAR TEMA SELAMATKAN MAKHLUK HIDUP DENGAN TEKNIK CALL ON THE NEXT SPEAKER PADA SISWA KELAS VI MI AL-IMAN TAHUN PELAJARAN 2019/2020." Jurnal Jendela Inovasi Daerah 3, no. 1 (2020): 33–48. http://dx.doi.org/10.56354/jendelainovasi.v3i1.68.

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This research was conducted with the aim to: 1) Describe how to improve self-confidence and learning outcomes of the 6th graders of MI Al-Iman Magelang City with the technique of Call On the Next Speaker. 2) Increase the confidence of the 6th graders of MI Al-Iman students with the Call On The Next Speaker learning technique. 3) Improve the learning outcomes of the theme Save Sentient Beings to the 6th graders of MI Al-Faith with the learning technique of Call On The Next Speaker. This research uses classroom action research (two action research classes). Each cycle is held three times. Each cycle consists of four steps; planning, implementing actions, observing and reflecting. The participants of this study were the 6th graders of MI AL-Iman Magelang academic year 2019/2020. The data obtained consisted of formative test results, observation sheets of teaching and learning activities. From the results of the analysis obtained, the completeness of student learning increased from pre-cycle, cycle I and cycle II, namely pre cycle with an average value of 68 and students who completed 40%, cycle I with an average value of 78 and students who completed by 73%, and cycle II with an average value of 85 and students who completed 100%. While the assessment results obtained student confidence increased from precycle of 20% from 15 students confident when expressing opinions and in the first cycle increased to 60%. then the cycle II increases to 80%. The conclusion of this research is Call Learning Techniques on Speakers Furthermore can improve self-confidence and learning outcomes in the theme of Save Sentient Beings to the 6th graders of MI Al-Iman acadeic year 2019/2020.

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Kovach Clark, Heddy, Chris L. Ringwalt, Sean Hanley, and Stephen R. Shamblen. "Project ALERT’s Effects on Adolescents’ Prodrug Beliefs: A Replication and Extension Study." Health Education & Behavior 37, no. 3 (2010): 357–76. http://dx.doi.org/10.1177/1090198109353283.

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This article represents a replication and extension of previous studies of the effects of Project ALERT, a school-based substance use prevention program, on the prodrug beliefs of adolescents. Specifically, the authors’ research examined Project ALERT’s effects on adolescents’ intentions to use substances in the future, beliefs about substance use consequences, normative beliefs, and resistance self-efficacy. In all, 34 schools with Grades 6 to 8 completed this randomized controlled trial and 71 Project ALERT instructors taught 11 core lessons to 6th graders and 3 booster lessons to 7th graders (one grade level earlier than in previous studies). Students were assessed in 6th grade prior to the onset of the intervention, in 7th grade after the completion of the 2-year curriculum, and again 1 year later in 8th grade. The authors found no evidence to suggest that Project ALERT had a positive impact on any alcohol, cigarette, or marijuana prodrug beliefs. Implications for school-based substance use prevention are discussed.

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Akkan, Yasar. "Comparison of 6th-8th graders' efficiencies, strategies and representations regarding generalization patterns." Bolema: Boletim de Educação Matemática 27, no. 47 (2013): 703–32. http://dx.doi.org/10.1590/s0103-636x2013000400002.

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The study aims to compare and determine 6th-8th graders' efficiencies, strategies and representations of student from different grades (from 6th to 8th) when dealing with problems related to linear and quadratic patterns. Research data was obtained from tests applied to 246 students and clinical interviews implemented with 18 students. It was shown that when grade increases students' efficiencies of generalizing pattern improve in a positive way in all levels. Besides this, as learning levels of 6th and 8th grade students increase, the variety in pattern generalization strategies changed at least in all types of patterns. While students at different learning levels generally used recursive strategy to solve all the problems, the number of the students using explicit strategies is relatively low. The students of high levels use many types of representation in generalization; in contrast, the weak level students prefer mostly numerical representations.

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Pieper, Klaus, Julia Winter, Monika Heinzel-Gutenbrunner, and Jutta Margraf-Stiksrud. "Association between a New Sugar Index and Caries Experience: Results of a Cross-Sectional Field Study." Caries Research 53, no. 2 (2018): 160–67. http://dx.doi.org/10.1159/000486102.

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Objectives: The aim of this study was to test the relationship between a newly developed sugar index and caries experience in 4th- and 6th-graders. Materials and Methods: A total of 1,019 fourth-graders and 925 sixth-graders from 2 regions in Northern Germany participated in the study. Caries experience was recorded by applying the ICDAS criteria. Tooth-brushing habits and other independent variables were examined psychometrically. Structured questions were formulated that were related to specific everyday eating situations, especially between main meals, which proved to be relevant for a higher caries risk. To compare mean caries scores, nonparametric tests were applied. The Pearson coefficient was calculated in order to verify the correlation between the sugar index and the caries experience. The influence of various independent variables on caries experience was assessed by stepwise backward logistic regression analysis. Results: With regard to the primary teeth of the 4th-graders, significant correlations with values > 0.1 were found for all ICDAS outcome variables. With regard to the permanent teeth of the 6th-graders, the only significant correlations with the sugar index were for the ICDAS outcome variables D3–6MFT and D3–6FS. Conclusion: The results of our study show that not only the correlation between the sugar index and caries experience was stronger for 4th-graders than for 6th-graders, but also more distinctly visible differences were observed when comparing extreme groups. This indicates that protective factors, such as fluoridation and the preventive sealing of fissures, help level out the differences in caries occurrence in older children when compared to younger children.

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Ha, Trinh Thi. "Literature Textbook for 6th Graders in Relation to Developing Language Skills for Vietnamese Students." Indiana Journal of Humanities and Social Sciences 3, no. 11 (2022): 1–6. https://doi.org/10.5281/zenodo.7315363.

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Abstract: Developing language skills, especially for 6th graders, is becoming a matter of great concern. Developing such skills means equipping students with the most effective method to improve their logical thinking skills. This article examines the period of language development for students in their first secondary school year and provides background information for critically analyzing the "Literature Textbook for 6th Graders” composed for the new general education programme in 2018 and put into practical use recently

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Ojanlatva, Ansa, Hanna Sassi, and Jutta Miilumäki. "Making Friends and Caring – Data From Integrated Sex Education." Californian Journal of Health Promotion 3, no. 1 (2005): 140–46. http://dx.doi.org/10.32398/cjhp.v3i1.1750.

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The present study examined connections between building and maintaining future relationships, being able to look after themselves, and after others (3 outcome variables) with perceptions of 6th-graders about sex education topics covered at school (20 explanatory variables). The study utilized a convenience sample (N=108/118; 91.5% response) from 4 schools at the Rauma School District in Finland; one school provided two classes of 6th graders, another provided one combined class of 5th and 6th graders. The students were 12.3 years of age (median 12 years). Boys and girls did not differ in their responses to outcome variables. They received adequate amounts of information for future purposes of being able to look after themselves (n=98/102) or after others (n=81/108) but less for the purposes of building and maintaining relationships (n=53/103). The outcome variable of building and maintaining relationships was associated with tolerance and understanding of difference, showing of emotions, and dating.

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TÜRKER BİBER, Belma, and Esen ERSOY. "Fractions Teaching for 6th Graders through Creative Drama Method." Sakarya University Journal of Education 9, no. 2 (2019): 243–60. http://dx.doi.org/10.19126/suje.481850.

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Sidekli, Sabri. "Media literacy: experiences of 6th 7th and 8th graders." International Journal of Academic Research 5, no. 1 (2013): 143–59. http://dx.doi.org/10.7813/2075-4124.2013/5-1/b.24.

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Mertala, Pekka, and Janne Fagerlund. "Finnish 5th and 6th graders’ misconceptions about artificial intelligence." International Journal of Child-Computer Interaction 39 (March 2024): 100630. http://dx.doi.org/10.1016/j.ijcci.2023.100630.

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Kim, Taeeun. "The Effect of 6th graders' Self-esteem on Sense of Community: The Moderating Effects of Teachers’ Support and Friends’ Support." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 10 (2023): 693–705. http://dx.doi.org/10.22251/jlcci.2023.23.10.693.

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Objectives The purpose of this study was to examine the effects of 6th graders' self-esteem, teachers’ support and friends’ support on sense of community. Also, this study examined the moderating effects of teachers’ support and friends’ support. Methods Using data from 13th wave of ‘Panel Study on Korean Children’, 1,357 elementary school students(6th graders) were analyzed by SPSS and PROCESS macro model 1. Data were analyzed using descriptive statistics, correlations, and the regressions. Descriptive statistics, Pearson’s r and regression analysis were used to analyze the characteristics of the subjects, correlation among all variables and moderating effects. Results Self-esteem, teachers’ support and friends’ support had positive effects on sense of community. Teachers’ support and friends’ support moderated the relation between self-esteem and sense of community. Specifically, the higher the teachers’ support and friends’ support, the higher the influence of self-esteem on sense of community. Conclusions The effect of self-esteem on sense of community depends on teachers’ support and friends’ support level. This results indicated that 6th graders’ sense of community can be increased by promoting self-esteem, teachers’ support and friend’s support.

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Khampui, Kanok-on, Kwanyuen Leamsamrong, Woottipong Rarat, and Rattikan Sarnkong. "Enhancing Science Process Skills and Scientific Mind with Low-cost mini science experiment kits for Thai 6th Graders." Higher Education Studies 15, no. 2 (2025): 158. https://doi.org/10.5539/hes.v15n2p158.

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The purposes of this study were: To examine the effects of low-cost mini science experiment kits on Thai 6th graders&#39; science learning achievement; To investigate how these kits impact Thai 6th graders&#39; Science process skills; To explore their influence on Thai 6th graders&#39; scientific mindset The participants were 111 sixth-grade students from three public schools in a rural province in Northeastern Thailand. The study utilized four key instruments: (1) a set of learning management plans (2) a learning achievement test, (3) a scientific process skills assessment, and (4) a scientific mindset assessment. The results showed that students achieved an overall learning achievement score of 74.71%, a scientific process skills score of 93.56%, and a scientific mindset score of 96.62%, all exceeding the predetermined criteria. These findings indicate that Low-Cost Mini Science Experiment Kits effectively enhance science learning outcomes, encourage hands-on engagement, and support skill development in resource-limited educational settings. The results of the study contribute to the field of science education by demonstrating how affordable, accessible learning tools can promote educational equity and improve science instruction in underfunded schools.

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Goldstein, Marion, Amanda Crowell, and Deanna Kuhn. "What Constitutes Skilled Argumentation and How Does it Develop?" Informal Logic 29, no. 4 (2009): 379. http://dx.doi.org/10.22329/il.v29i4.2905.

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We report our efforts to assess the skill of contemplating and evaluating argumentation. An adaptive forced-choice instrument was developed and administered to 6th grade students, 7th grade students who had participated in a year-long intervention that successfully strengthened their argumentation production skills, and expert arguers. The instrument was sensitive enough to detect differences in skill level across these groups. Despite their gains in production skill, however, 7th graders showed only modest superiority over the untrained 6th graders and performance well below that of experts. Meta-level demands involved in evaluation but not present in production, we propose, may make evaluation more difficult.

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Santana, Rita de Cássia Calazans Lemos, and Sandra Magina. "A comparative study between the performance of 4th and 6th grade students in solving Sequence of Patterns tasks." Educação Matemática Debate 9, no. 16 (2025): 1–14. https://doi.org/10.46551/emd.v9n16a03.

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This paper aims to investigate and compare the performance of 4th and 6th grade students in solving tasks involving Sequence Patterns of the Crescent and Repetitive types, in the iconic and numerical contexts, using qualitative and quantitative methodological approaches. The study involved 81 students who solved four sequence pattern tasks. The analysis was based on relevant theories and test statistics. The results showed that 6th graders got 68% right, while 4th graders got 47%. Despite this difference, the statistical analysis did not consider it significant. This study highlights the relevance of research to understanding algebra performance in the early years of primary school, suggesting new areas for investigation.

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Yun, Youngbae, and Jihye Choi. "A Child’s Family Relationship and Emotional Well-Being through Self-Regulated Learning in South Korea." Canadian Journal of Family and Youth / Le Journal Canadien de Famille et de la Jeunesse 10, no. 1 (2018): 1–23. http://dx.doi.org/10.29173/cjfy29340.

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This paper focuses on the relationship between a child’s family relationship, emotional well-being, and self-regulated learning in Korea. The sample of this study consisted of 527 elementary school students who were selected from three different schools in South Korea. The data were collected using the family relationship scale, the self-regulated learning scale, and the emotional well-being scale. The results showed that the structural equation modeling analysis was a good model fit to indices. Family relationship such as cohesion or conflict had a direct and indirect effect on a student’s emotional well-being. Also, family cohesion and family conflict indirectly influenced a child’s emotional well-being through self-regulated learning. It was also evident that there were significant grade differences in the students' emotional well-being where 5th graders had higher positive emotions than 6th graders and 6th graders had higher family conflict than 5th graders. To sum up the findings, there was clear evidence that a positive family relationship predicted a student’s emotional well-being directly and anticipated a child’s emotional well-being indirectly through self-regulated learning.

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Tezcan, Gamze, and Gürsoy Meriç. "Developing a Science Process Skills Test Regarding the 6th Graders." International Journal of Assessment and Evaluation 19, no. 2 (2013): 39–57. http://dx.doi.org/10.18848/2327-7920/cgp/v19i02/48322.

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AKYÜZ, Gözde, and Tuğba HANGÜL. "A Study on Overcoming Misconceptions of 6th Graders About Equations." Kuramsal Eğitimbilim 7, no. 1 (2013): 16–43. http://dx.doi.org/10.5578/keg.6176.

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Kurniastuti, Irine, and Saifuddin Azwar. "Constructtion of Student Well-being Scale for 4-6th Graders." Jurnal Psikologi 41, no. 1 (2014): 1. http://dx.doi.org/10.22146/jpsi.6954.

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Student well-being pada anak usia Sekolah Dasar di Indonesia belum banyak dikaji, demikian pula usaha untuk mengembangkan indikator yang relevan untuk mengungkap well-being anak di sekolah belum banyak dilakukan. Di sisi lain, alat ukur untuk mengetahui well-being siswa sangat dibutuhkan seiring dengan meningkatnya kesadaran masyarakat terhadap well-being siswa di sekolah. Penelitian ini bertujuan untuk mengembangkan instrumen pengukuran student well-being dalam konteks Sekolah Dasar (SD). Skala yang dikembangkan didasarkan pada tinjauan penelitian well-being pada anak yang dilakukan oleh Pollard dan Lee dan disesuaikan dengan konteks sekolah yang mengacu pada pendekatan kesejahteraan psikologis dari Ryff dan Keyes. Penelitian dilakukan dengan menyusun tiga skala paralel. Setiap skala yang disusun ini diujikan kepada 200 responden, sehingga total responden adalah 600 siswa. Hasil analisis terhadap ketiga skala dijadikan dasar untuk menyusun satu skala kompilasi. Skala kompilasi ini kemudian diujikan kepada 215 responden. Hasil analisis terhadap skala kompilasi menunjukkan bahwa 39 aitem yang disusun mempunyai properti psikometris yang memuaskan jika ditilik dari koefisien reliabilitas, daya beda aitem, dan validitas isi, sedangkan secara struktural, struktur faktornya masih perlu diperbaiki. Kata kunci: kesejahteraan psikologi, sekolah dasar, student well-being

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Stigler, M. H. "Why are urban Indian 6th graders using more tobacco than 8th graders? Findings from Project MYTRI." Tobacco Control 15, suppl_1 (2006): i54—i60. http://dx.doi.org/10.1136/tc.2005.014480.

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Aksoy, Nuri Can, and Derya Ozlem Yazlik. "Student Errors in Fractions and Possible Causes of These Errors." Journal of Education and Training Studies 5, no. 11 (2017): 219. http://dx.doi.org/10.11114/jets.v5i11.2679.

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In this study, it was aimed to determine the errors and misunderstandings of 5th and 6th grade middle school students in fractions and operations with fractions. For this purpose, the case study model, which is a qualitative research design, was used in the research. In the study, maximum diversity sampling, which is a purposeful sampling method, was used. For this reason, this study was conducted in a state and a private secondary school on a voluntary basis with 105 5th graders and 84 6th graders, with a total of 189 secondary school students from different levels of achievement. In order to determine students' errors and misconceptions about fractions, two tests were prepared by researchers, ten open-ended questions for 5th graders and twelve open-ended questions for 6th graders. Before these tests were formed, the related field was scanned and the existing misunderstandings were determined. Content analysis method was used on the analyzing of the data. The answer papers of the students were coded and students’ solving were examined in three categories as correct, wrong and blank. In addition to this the solving belongs to wrong category was examined in detail and mistakes of the students were coded and the reason of these mistakes were dwelled on. It is seen from the result of the study that students have misunderstanding and mistakes about fractions. It is seen that students are not using the modellings on the operations with fractions because of that most of the mistake and misunderstandings are about operations with fractions.

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Prykhodko, V. V. "Comparative Analysis of Indicators of Coordination Abilities Development in 5th-7th Graders." Teorìâ ta Metodika Fìzičnogo Vihovannâ 17, no. 3 (2017): 148–56. http://dx.doi.org/10.17309/tmfv.2017.3.1199.

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The objective of the research is to determine the regularities of coordination abilities development in 5th-7th-grade boys. Materials and methods. The participants in the research were boys of the 5th grade (n = 21), 6th grade (n = 20), 7th grade (n = 19). To achieve the tasks outlined, the research used the following methods: analysis of scientific and methodological literature; pedagogical testing, pedagogical observation, methods of mathematical statistics.Research results. The 5th-6th-grade boys show a statistically significant difference between their results in the following tests: “Standing long jump (cm)” (p < 0.002); “Six standing accuracy ball handlings to a partner from a 7 m distance using one of the techniques learned” (p < 0.049); “Rhythmic hand tapping” (p < 0.044); “Rhythmic movements of upper and lower limbs” (p < 0.042) (p < 0.05); “Height (cm)”; “Body weight (kg)”. The 6th-7th-grade boys — “30 m running (s)”; “Standing long jump (cm)”; “Sit-ups in 30 seconds”; “Evaluation of static equilibrium by E. Ya. Bondarevsky’s method”; “Evaluation of dynamic equilibrium by the BESS method”; “Rhythmic hand tapping”; “Rhythmic movements of upper and lower limbs”; “Shuttle run (4 × 9 m)”; “Tossing rings over a peg”. The 5th-7th-grade boys — “Standing long jump (cm)”; “Pull-ups (number of times)”; “Evaluation of the ability to differentiate movement speed (accuracy in reproduction of running speed, 90% of maximum)”; “Evaluation of static equilibrium by E. Ya. Bondarevsky’s method”; “Evaluation of dynamic equilibrium by the BESS method”; “Rhythmic hand tapping”; “Shuttle run (4 × 9 m)”; “Height (cm)”; “Body weight (kg)”.Conclusions. The research has observed a positive dynamics of the results in the following group of tests: “Standing long jump” by 8.4%, “Rhythmic hand tapping and rhythmic movements of upper and lower limbs” by 18.5% and 17.5%, respectively, “Height” by 6.2% (5th-6th grades); “30 m running (s)” by 0.2%; “Standing long jump” by 6.9%; “Static equilibrium” by 43.7%; “Tossing rings over a peg” by 17.5% (6th-7th grades); “Standing long jump” by 15.8%, “Pull-ups” by 48.1%, “Evaluation of the ability to differentiate movement speed (accuracy in reproduction of running speed, 90% of maximum)” by 26.7%; “Evaluation of static equilibrium by E. Ya. Bondarevsky’s method” by 58.4%; “Height (cm)” by 9.7%; “Body weight (kg)” by 47.1%. (5th–7th grades).

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Ruppert, Kathleen C., and Gregory L. Davis. "Determining Landscape Tree Knowledge of Fourth to Sixth Graders." HortScience 31, no. 4 (1996): 653d—653. http://dx.doi.org/10.21273/hortsci.31.4.653d.

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In his State of the Union Address (1990), President Bush proposed planting a billion trees annually for the next 10 years. Organizations such as Global ReLeaf are planning to plant 400 to 600 million trees by the year 2000. A review of science education periodicals and general information available on tree planting and care reveal little directed to children. Science education tends to focus on the nature, not the handling of trees, and where planting ideas are suggested, they tend to be about growing trees from seed. To determine the level of landscape tree care knowledge of 4th–6th graders, a questionnaire addressing how trees grow, site and tree selection, proper planting, and other areas was administered by 4-H agents and Univ. of Florida students throughout the state during five camps, involving 211 children during the summer of 1995. The questionnaire was revised with additional topics such as irrigation and mulching added and administered during three 4-H camps involving 77 4th–6th graders. Answers to these questionnaires were used to develop materials targeted for this age group and their teachers.

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Jakubów, Ana Paula Da Silva Passos, and Letícia M. Sicuro Corrêa. "Variation under a psycholinguistic perspective: number agreement in Brazilian Portuguese and its impact for the schooling." Ilha do Desterro A Journal of English Language, Literatures in English and Cultural Studies 72, no. 3 (2019): 101–22. http://dx.doi.org/10.5007/2175-8026.2019v72n3p101.

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This paper discusses the impact of schooling in the production of number agreement in Brazilian Portuguese (BP) by 6th graders in Rio de Janeiro. Number agreement in BP can vary between: (a) redundant, the standard variety or (b) non-redundant, non-standard forms. Such variation is influenced by speakers’ socioeconomic status (SES) and educational level (Naro, 1981; Scherre & Naro, 1998 among many others). Results of an elicited production experiment carried out with 6th graders suggest influence of SES/ type of school and academic performance in language production; the effects of schooling and metalinguistic awareness are discussed. An account of language production is presented by conciliating L1 and L2 models of speech production, considering the possibility of the coexistence of varieties in a single speaker to be akin to bilingualism.

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Kim, Soon-Hee, and Mun-Hong Choe. "Lexical Factors in L2 English Vocabulary Learning of Korean 6th Graders." Korean Journal of Applied Linguistics 32, no. 1 (2016): 51. http://dx.doi.org/10.17154/kjal.2016.3.32.1.51.

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Jeon, Ji Hye, and Sungwoo Kang. "English oral reading fluency of the 5th and the 6th graders." Foreign Languages Education 22, no. 1 (2015): 149–75. http://dx.doi.org/10.15334/fle.2015.22.1.149.

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Sorokina, Nataliia, and Veronika Diachenko. "OVERCOMING COMMUNICATION BARRIERS WITH 6TH- GRADERS IN A FOREIGN LANGUAGE CLASSROOM." АRS LINGUODIDACTICAE, no. 7 (2021): 4–11. http://dx.doi.org/10.17721/2663-0303.2021.7.01.

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This paper focuses on the problem of overcoming communication barriers with 6th grade secondary school learners studying a foreign language and searching ways of its solution. The authors analyze the concept of communication barrier and offer their own interpretation of the phenomenon under investigation. The paper also highlights the psychological and pedagogical conditions that affect the process of overcoming an FL language communication barrier by younger adolescents. The article claims that the enhancement of learners’ interaction activity and diminishing the fear of communication can be achieved by implementing a gaming technique in an FL classroom. The authors provide a set of games for 6th graders aimed to overcome communication barriers in the process of oral interaction in a foreign language. The effectiveness of the proposed technique was experimentally proved. The research results demonstrate positive influence of using communication games on students’ emotional state, communicative involvement during foreign language classes, motivates the learning process and enriches their social and communication experience. The survey, conducted among the learners, showed that most of them (90%) experience anxiety and difficulties during communication, which confirmed the prevalence of communication barriers among students at this school age. At the same time, 83.3% of students like games as a type of activity in foreign language lessons, and 76.6% of the respondents admit that the atmosphere in the classroom improves significantly during the game. Observations have also shown that regular use of games in foreign language lessons has had a positive effect on students’ interpersonal relationships. Most students (86.6%) confirmed that in the process of a game they become more active in communication, do not focus on the fear of making a mistake and are more prone to spontaneous speech. 83.3% of respondents noted that during the game, they significantly reduce the level of anxiety in the process of FL communication.

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이효정. "Vocabulary Achievement by 6th Graders under the 2008 Revised National Curriculum." English21 25, no. 2 (2012): 217–43. http://dx.doi.org/10.35771/engdoi.2012.25.2.010.

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Ha, Su-Hyun, and Gwang-Ho Lee. "Case Study on the 6th Graders' Understanding of Concepts of Variable." Mathematical Education 50, no. 2 (2011): 213–31. http://dx.doi.org/10.7468/mathedu.2011.50.2.213.

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Al-Harthy, Ibrahim S. "Prediction Accuracy: The Role of Feedback in 6th Graders’ Recall Predictions." International Education Studies 9, no. 3 (2016): 212. http://dx.doi.org/10.5539/ies.v9n3p212.

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The current study focused on the role of feedback on students’ prediction accuracy (calibration). This phenomenon has been widely studied, but questions remain about how best to improve it. In the current investigation, fifty-seven students from sixth grade were randomly assigned to control and experimental groups. Thirty pictures were chosen from the curriculum and these were the same in the trials for both groups, 10 for each trial. The pilot study showed all pictures had the same difficulty level and that they were appropriate for 6th graders. During three trials, students in the experimental group received feedback about their prediction and recall. The purpose of the feedback was to assist students in monitoring their learning. Results demonstrated that students in the experimental group showed improvement in predication and prediction accuracy in trials 2 and 3. Significant differences were found among groups in trials 2 and 3, but not in trial 1. Implications and future studies are recommended.

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Lindblad, Frank, Mats Lindahl, Töres Theorell, and Bo von Scheele. "Physiological stress reactions in 6th and 9th graders during test performance." Stress and Health 22, no. 3 (2006): 189–95. http://dx.doi.org/10.1002/smi.1097.

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Im, HunTaek, and Eun-Sung Ko. "Analysis of 6th graders' understanding of the area of the circle." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 5 (2023): 499–511. http://dx.doi.org/10.22251/jlcci.2023.23.5.499.

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Objectives In this study, the degree of understanding of the concept of measuring the area of the circle of 6th graders in elementary school was analyzed. Methods In this study, the concept of measuring the area of the circle was divided into approximate, unit repetition, rearrangement, and arrangement structure, and based on this, a task was developed for sixth-grade students. We applied the task and analyzed the response to knowing that the meaning of the area of the circle is the number of units, using strategies (approximation, strength) to find the area of the circle, and whether it can be divided and rearranged appropriately. Results Students did not properly understand the meaning and measurement concept of the area of the circle. There were many students who did not recognize the area of the circle as the number of units, and their understanding of rearrangement and arrangement structure was more insufficient than their understanding of other measurement concepts. In addition, there was a lack of understanding of the spirit that reflected the curve. Conclusions When guiding the area of a circle, it is important to guide it to understand it from the perspective of measurement, to find ways to supplement students' incomplete understanding of the unit concept, and to be given the experience of dividing and rearranging circles directly. Based on this, implications for the direction of the circle's width map and the development of the next textbook were derived.

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Ha, Su Hyun, and Gwang Ho Lee. "Case Study on the 6th Graders` Understanding of Concepts of Variable." Mathematical Education 50, no. 2 (2011): 213–31. https://doi.org/10.63311/mathedu.2011.50.2.213.

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YeonHee SO. "The effects of academic resilience on wisdom of 4th and 6th graders." Korean Journal of Educational Methodology Studies 26, no. 2 (2014): 323–45. http://dx.doi.org/10.17927/tkjems.2014.26.2.323.

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Mock, Julia, Stefan Huber, Ulrike Cress, Hans-Christoph Nuerk, and Korbinian Moeller. "Negative Numbers are not yet Automatically Associated with Space in 6th Graders." Journal of Cognition and Development 20, no. 4 (2019): 611–33. http://dx.doi.org/10.1080/15248372.2019.1639714.

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Tarlton, Patricia A. "Prevalence of Elevated Blood Pressure in Hispanic Versus Non-Hispanic 6th Graders." Journal of School Nursing 23, no. 1 (2007): 47–52. http://dx.doi.org/10.1177/10598405070230010801.

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Blood pressure screening was conducted on 4,311 (Hispanic n = 763 [17.7%], White n = 2,566 [59.5%], African American n = 610 [14.1%], Asian n = 136 [3.2%], Multiracial n = 231 [5.4%], and Native American n = 5 [0.1%]) 6th-grade students enrolled in Seminole County, Florida, Public Schools from August to December 2005. Prevalence of obesity was 21% for the overall population, with Hispanics n = 218 (28.6%) having a greater prevalence than non-Hispanics n = 630 (19.0%). Following a second screening, overall prevalence of elevated blood pressure was 1.9%, with Hispanics at 2.6% versus 1.6% for non-Hispanics. This was found to be significant when Hispanics were further compared to the White population. However, when adjusted for obesity, elevated blood pressure was not significant for Hispanics. Results confirm the presence of elevated blood pressure and obesity in all population groups, with an elevated risk for both among the Hispanic population.

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Moran, Karen. "Filling in the Holes for Themselves: 6th and 7th Graders Analyze Texts." Voices from the Middle 8, no. 2 (2000): 34–39. http://dx.doi.org/10.58680/vm20002324.

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Describes a critical reading unit in which one seventh-grade class read L. Sacher’s "Holes" and three other classes read texts of their choosing along with a partner. Notes that the goal was to set up a context for the students, as readers, to experience the main character’s growth--for them to become active, independent, passionate readers.

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Fila Alfia, Mutiara Alda Lekson, Lidya Arella Chaterina Manalu, Afrahul Fadhillah Parinduri, and T. Thyrhaya Zein. "Exploring Narrative Writing Skills of Indonesian 6th Graders: A Critical Genre Analysis." Journal of Applied Linguistics 4, no. 2 (2025): 278–91. https://doi.org/10.52622/joal.v4i2.350.

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This qualitative study examines the narrative writing skills of four 6th-grade students in Indonesia by analyzing four narrative texts and conducting interviews with the students about their writing processes. Using Bhatia’s Critical Genre Analysis (CGA) framework, the research investigates the interaction between textual features, professional practices, and cultural influences in shaping their narratives. The analysis reveals that students primarily use simple sentence structures and face challenges with grammar, such as inconsistent tense usage and subject-verb agreement errors. Additionally, their narratives reflect cultural values like family and togetherness, highlighting the role of socio-cultural norms in shaping their storytelling. Despite these strengths, the limited linguistic complexity indicates a need for instructional strategies that focus on vocabulary expansion and the development of narrative techniques. The findings also emphasize the influence of teaching practices, as most narratives follow a linear structure aligned with classroom instruction. This study contributes to educational practices by offering insights into how language, culture, and pedagogy intersect in narrative writing. The results aim to guide educators and curriculum developers in improving narrative writing instruction, enhancing its alignment with students’ developmental and cultural contexts. Keywords : Critical Genre Analysis, Education, Linguistic Features, Narrative Text

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Bere, Elling, and Knut-Inge Klepp. "Reliability of parental and self–reported determinants of fruit and vegetable intake among 6th graders." Public Health Nutrition 7, no. 2 (2004): 353–56. http://dx.doi.org/10.1079/phn2003529.

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AbstractObjective:To assess the reliability of newly developed questionnaires measuring theoretical constructs believed to predict fruit and vegetable consumption among 6th–grade pupils.Design:Participating pupils and parents completed questionnaires twice, 14 days apart.Setting:One hundred and twenty–nine pupils from 6th–grade classes (average age: 11.9 years) at two schools in Norway and their parents were invited to participate.Results:The test–retest reliability was found to be good or very good for scales reported both by the pupils and their parents. All scales showed acceptable to strong correlations between time 1 and time 2, and only one scale had significant different mean values at the two times. The internal consistency reliability of the scales was acceptable to good.Conclusions:Sixth graders and their parents are able to provide reliable reports on theoretical determinants of the pupilapos;s fruit and vegetable consumption.

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Bozkurt, Sinan. "Assessment of manual dexterity using the grooved pegboard test in secondary school students aged 11–12 years." Pedagogy of Physical Culture and Sports 27, no. 5 (2023): 396–401. http://dx.doi.org/10.15561/26649837.2023.0506.

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Background and Study Aim. Understanding and addressing potential variations in hand dexterity among children is essential for educational strategies and interventions aimed at enhancing fine motor skills development in this age group. The study's objective was to assess hand dexterity levels among 11-12 years old secondary school students, considering variables such as gender, grade, and hand preference. Material and Methods. Ninety-three students (41 females and 52 males) in grades 5 and 6 of the secondary school. The Grooved Pegboard Test (Lafayette Model 32025) was used as a data collection tool to determine the students' performance in hand dexterity (fine motor skills). The Mann-Whitney U-test was used to test for differences between gender, grade, and hand preference in the mean GPT scores. Results. Results showed that both female and male 6th graders had better GPT performance in both dominant and non-dominant hands than 5th graders. On the other hand, there were no significant grade differences in GPT performance between dominant and non-dominant hands (p>0.05). There was no difference in GPT performance between 5th and 6th grade (p>0.05). There were no statistical differences between females and males in GPT performance in either the dominant or non-dominant hand (p>0.05). Conclusions. Results highlight the importance of considering age-related changes in fine motor skills when developing educational strategies and interventions for children in the 11-12 year age group. Further research may be needed to explore the underlying factors contributing to these variations in hand dexterity.

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Ko, Sun-young, and Hyo-jeong Jeon. "A Study on the Gender Perception of Mothers with 5th and 6th Grade Elementary School Children." Korean Association For Learner-Centered Curriculum And Instruction 23, no. 11 (2023): 801–20. http://dx.doi.org/10.22251/jlcci.2023.23.11.801.

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Objectives It is intended to be provided as basic data to find out the perception of “sex” of mothers with children in fifth and sixth grades in elementary school in Korea and seek ways to develop sex education programs thereafter. Methods From 2001 when comprehensive sex education was activated to 2022, when a new trend of sex education was introduced, a total of 7,614 documents were searched to find out the gender perception of mothers with 5th and 6th graders in Korea. Related literature examined abstracts, research design and research methods, and research results, and looked at parents' satisfaction with changes in adulthood. Next, from November 1st to December 30th, 2022, 20 mothers who applied for child sex education in the 5th and 6th grades of elementary school were recruited to conduct a total of 16 hours and 8 interviews for 2 hours per team from January 2nd to March 3rd, 2023. Interview interviews were transcribed including all prominent or distinctive cases such as mother's verbal expression, body movement, non-verbal expression, and team atmosphere, and related contents were visualized with frequency analysis and word cloud for easy recognition. Results The perception of “sex” of mothers with children in the 5th and 6th grades of elementary school in Korea was as follows. First, the perception of adulthood was different according to the mother's social and personal perceptions, and negative perception and sexual attitude were shown. Second, mothers only had a superficial understanding of sex education, and it was found that smooth interaction with their children about “sex” was difficult. Third, changes in perception of the occurrence of sex problems and the need for practical preventive education were highlighted. Fourth, it was found that communication about “sex” was difficult even in close mother-child relationships. Fifth, it was found that realistic response to children's sexual curiosity was insufficient and difficult. Sixth, it was confirmed that sex education for mothers functions as a bridge for mothers and children and leads to an understanding of their children's proper sex. Conclusions For mothers with fifth and sixth graders in elementary school in Korea, “sex” should no longer be a sensitive topic, but systematic methods and measures should be sought to educate them to prevent sexual issues in their daily lives.

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Wilson, Heidi A., and Frank L. Castner. "From Mickey Mouse to Marilyn Manson: A Search Experience." English Journal 89, no. 1 (1999): 74–81. http://dx.doi.org/10.58680/ej1999494.

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Describes the Multiple Intelligence search (used by the author with 6th and 9th graders) based on Ken Macrorie’s “I-Search” and Howard Gardner’s theory of multiple intelligences. Describes the process as students conducted a search using library resources and technology; became experts on topics they are passionate about; created a professional presentation; and explored topics through multiple intelligences.

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Park, Se Yeon, and Sun Ho Hong. "The effect of the proportion of illustrations on vocabulary acquisition for elementary school students." Korea Association of Primary English Education 28, no. 2 (2022): 77–96. http://dx.doi.org/10.25231/pee.2022.28.2.77.

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The purpose of the study is to investigate the effect of the proportion of illustrations on vocabulary acquisition for elementary English learners. The experiment was conducted in a way that divided into the experimental and comparative groups in the 4th and 6th grades and provided different amounts of illustrations. The study results are as follows. First, illustrations helped students improve their short-term vocabulary learning ability. Both groups improved their ability, but the group who received 100% illustrations improved their short-term vocabulary ability more than the group that received illustrations in part. Second, illustrations helped students improve their long-term vocabulary learning ability. Especially, the group who received 100% illustrations improved their long-term vocabulary ability more than the group that received illustrations in part. Third, the proportion of illustrations had different effects depending on the learners’ grades and levels. Fourth graders who were provided with all illustrations had significant differences in vocabulary learning compared to those who were partially provided with illustrations regardless of the learners’ level. On the other hand, in the 6th grade, the proportion of illustrations only at the lower level had a significant difference in vocabulary learning. Fourth, illustrations had a positive effect on the students’ affective aspect. The findings imply that the proportion of illustrations should be provided depending on students’ grades and levels for their vocabulary learning.

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