Relevant bibliographies by topics / Fourth-grade boys

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  2. Dissertations / Theses
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  4. Book chapters

Academic literature on the topic 'Fourth-grade boys'

Author: Grafiati
Published: 4 June 2021
Last updated: 10 February 2022

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Journal articles on the topic "Fourth-grade boys"

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Skemp-Arlt, Karen M., Keely S. Rees, Richard P. Mikat, and Elizabeth E. Seebach. "Body Image Dissatisfaction Among Third, Fourth, and Fifth Grade Children." Californian Journal of Health Promotion 4, no. 3 (September 1, 2006): 58–67. http://dx.doi.org/10.32398/cjhp.v4i3.1958.

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Body image dissatisfaction has become increasingly more prevalent among the preadolescent population over recent years. This study examines the level of body image dissatisfaction among 261 third, fourth, and fifth grade girls and boys. A pictorial scale was used to assess how the participants viewed their current body shape, their ideal body shape, and what they believed to be the ideal body shape of the opposite gender. Overall results indicated that 50.6% of the children surveyed were dissatisfied with their current body shape, 41.8% wanted to be thinner, while 8.8% wanted to be larger. Fifty percent of the girls were dissatisfied with their current body shape, with 45.1% wishing to be thinner. Boys showed similar trends, with 48.9% dissatisfied and 38.9% wishing to be thinner. A greater percentage of boys wanted to be larger than their current body shape (12.3%) compared to girls (4.9%). A significant difference was found between genders regarding the difference between scores of their current self and ideal self, where girls selected a smaller ideal body shape than the boys. An encouraging finding was that the level of body dissatisfaction decreased from third grade to fifth grade among both genders. Girls, however, still wished to be thinner over time. Boys, on the other hand, indicated a preference for a somewhat larger body shape over time. These results indicate that body image dissatisfaction exists prior to adolescence among this sample of children. Prevention strategies and education are encouraged among this age group.
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Servera, Mateu, Raquel Seijas, Gloria García-Banda, Christopher T. Barry, Theodore P. Beauchaine, and G. Leonard Burns. "Longitudinal associations of callous-unemotional and oppositional defiant behaviors over a three-year interval for Spanish children." Development and Psychopathology 32, no. 2 (April 25, 2019): 481–90. http://dx.doi.org/10.1017/s0954579419000221.

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AbstractThe objective was to determine the longitudinal associations between callous-unemotional (CU) and oppositional defiant (OD) behaviors from the first to fourth grades for Spanish children. Four possible outcomes were evaluated: (a) CU behaviors in the first grade predict increases in OD behaviors in the fourth grade, controlling for OD behaviors in the first grade; (b) OD behaviors in the first grade predict increases in CU behaviors in the fourth grade, controlling for CU behaviors in the first grade; (c) both unique effects are significant; and (d) neither unique effect is significant. A longitudinal panel model with two latent variables (CU and OD behaviors), three sources (mothers, fathers, teachers), and two occasions (spring of the first and fourth grades) was used to evaluate the four possibilities among 758 (54% boys) first grade and 469 (53% boys) fourth grade Spanish children. For mother-, father-, and teacher-reports, OD behaviors in the first grade predicted increases in CU behaviors in the fourth grade, after controlling for CU behaviors in the first grade, whereas CU behaviors in the first grade did not predict increases in OD behaviors in the fourth grade, after controlling for OD behaviors in the first grade. OD behaviors thus conferred independent vulnerability to increases in CU behaviors 3 years later among young children.
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Snyder, James J., Lynn P. Schrepferman, Lisha Bullard, Amber D. McEachern, and Gerald R. Patterson. "Covert antisocial behavior, peer deviancy training, parenting processes, and sex differences in the development of antisocial behavior during childhood." Development and Psychopathology 24, no. 3 (July 11, 2012): 1117–38. http://dx.doi.org/10.1017/s0954579412000570.

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AbstractTwo longitudinal studies were used to examine the occurrence and consequences of peer deviancy training during childhood and the relative role of early covert antisocial behavior in risk for antisocial behavior in early adolescence. Peer deviancy training was apparent in a sample of at-risk first grade children, and it showed persistence and increased prevalence across the school year. Peer deviancy training, peer rejection, and unskilled parenting made additive contributions to the development of antisocial behavior during kindergarten and first grade and to antisocial behavior in fourth grade. Skilled parenting partially mitigated the association of peer deviancy training with antisocial behavior for boys. The appearance and growth of covert antisocial behavior was a predictor of fourth grade antisocial for boys and girls, more so than aggressive and overt antisocial behavior. Peer deviancy training and early covert antisocial behavior were key pathways to girls' antisocial behavior in fourth grade, and they complemented the roles of peer rejection and overt antisocial behavior for boys. The relationships of parenting and peer processes to trajectories of antisocial behavior were similar for boys and girls; but boys showed higher levels of antisocial behavior, were more involved in peer deviancy training, and were more likely to experience peer rejection.
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Марченко, С. І., and В. А. Іщенко. "Methods of Strength Development in Boys of Primary School Age Using Active Games." Teorìâ ta Metodika Fìzičnogo Vihovannâ, no. 3 (September 30, 2016): 19–27. http://dx.doi.org/10.17309/tmfv.2016.3.1167.

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The research objective is to analyze the effect of games on the dynamics of strength development in boys of the second-fourth grades. Research methods: theoretical analysis and collation of scientific and methodological literature, method of control testing, pedagogical experiment, methods of mathematical statistics. Research results. The paper addresses the feasibility of further scientific substantiation for the effect of the number of games, the number of repetitions, the intervals of rest and their interrelation on the change in the strength indicators for boys of primary school age. The study has revealed that strength development requires that the pupils of the second and the third grades perform four games, while the pupils of the fourth grade — five games. The number of repetitions for the pupils of the second grade is one and two, for the pupils of the third grade — two, and for the boys of the fourth grade — three, with 40-second intervals for rest. The most effective development manifests in the second and the fourth grades during 20 classes, and in the third grade —during 30 classes. After that, it is advisable to use other means. The game duration varies from two to five minutes. Conclusions. The results obtained during the experiment give reason to recommend that primary school teachers, coaches and parents use active games in physical education, sports training and individual motor activity of boys of primary school age. These games should aim at developing strength abilities, both purposefully and in complex with regard to the duration and pace (intensity) of their performance.
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Kendić, Sulejman, Nijaz Skender, Amra Ćatović, Naim Čeleš, Indira Dupljak, and Sejdo Ćatović. "Frequency of Feet Deformities in Pupils Attending Junior Grades of Elementary School." Bosnian Journal of Basic Medical Sciences 7, no. 3 (August 20, 2007): 226–30. http://dx.doi.org/10.17305/bjbms.2007.3049.

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The examination of feet by plantograph was performed in 552 pupils of first, second and fourth grades of elementary school “Harmani II” in Bihać. Examination revealed 201 children (36,42%) with satisfactory condition (pedes recti) while 351 pupils were diagnosed with certain form of feet deformity. Frequencies of feet deformities in girls are 60,00% in first, 65,19% in second and 66,30% in fourth grade. Average frequency of feet deformities in the examined girls is 64,90%. Pedes plani was found in 24,91% pupils. Fequencies of feet deformities in boys are 61,29% in first, 65,54% in second and 52,54% in fourth grade. Average frequency of feet deformities in the examined boys is 62,17%. Pedes plani is the most frequent deformity (23,83%).
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Sarma, P. S. B. "Mixed-Handedness and Achievement Test Scores of Grade School Children." Perceptual and Motor Skills 68, no. 3 (June 1989): 839–46. http://dx.doi.org/10.2466/pms.1989.68.3.839.

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Normal Curve Equivalent Scores on subtests of the California Achievement Test for mixed-handed children, 52 boys and 58 girls from Grades 3 and 4, who are right- and left-handed writers, indicate no differences by handedness in girls, but among the mixed-handed fourth grade boys, those who wrote right-handed scored lower on Study Skills than the boys who wrote left-handed.
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Patterson, Patricia, and Nell Faucette. "Attitudes toward Physical Activity of Fourth and Fifth Grade Boys and Girls." Research Quarterly for Exercise and Sport 61, no. 4 (December 1990): 415–18. http://dx.doi.org/10.1080/02701367.1990.10607508.

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Worth, Denise M. "Age/Grade and Social-Class Differences in Descriptions and Inquiries about Games." Psychological Reports 62, no. 1 (February 1988): 247–55. http://dx.doi.org/10.2466/pr0.1988.62.1.247.

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This study explored cognitive performance differences between disadvantaged and middle-class boys on descriptive and inquiry tasks relating to everyday games. Fourth and eighth grade boys from both social classes were asked to describe the game they played most, then to learn a new game using yes-or-no questioning. The interviews were content-analyzed by category of game information and rated for effectiveness of description and inquiry. Grade 8 boys covered a wider array of categories for a description or inquiry of a given length. They were also more likely to explore the object of the game on all tasks. Grade 4 boys more frequently seemed at a loss in generating questions on the inquiry task. Socioeconomic differences were present, favoring middle-class boys, but they were smaller and less consistent than age/grade differences, and somewhat greater at Grade 4. While most Grade 8 boys were able to pursue an inquiry, more middle-class boys seemed involved in the task in a positive and motivated way. Complexity of grade and social-class differences in cognitive performance and the need for further research were discussed.
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Lemura, Linda M., Joseph Andreacci, Richelle Carlonas, Jodi M. Klebez, and Sara Chelland. "Evaluation of Physical Activity Measured via Accelerometry in Rural Fourth-Grade Children." Perceptual and Motor Skills 90, no. 1 (February 2000): 329–37. http://dx.doi.org/10.2466/pms.2000.90.1.329.

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Interest in the benefits of exercise has prompted increased research examining the relationship between physical activity and health status in adults. More recently, considerable research effort has been directed toward the role of physical activity in young children as a precursor to adult physical fitness. The purpose of this study was to estimate the relationship between physical activity measured via accelerometry and body mass index, body mass, body composition, and physical fitness in fourth-grade boys and girls during physical education lessons. 54 fourth-grade students in rural Pennsylvania (28 girls, M age 9.6, SD = .56; 26 boys, M age 9.5, SD = .51) were subjects. Girls were significantly less active during all lessons measured ( p<.001). The results of linear regression analyses indicated that physical activity was negatively associated with body mass index, body mass, and body fat percentage ( p< .05), and positively associated with physical fitness (V̇O2max) ( p<.01). These data indicate the need for curricular intervention to motívate girls to increase their activity during structured physical education lessons and demonstrate the efficacy of the body mass index as a screening tool within the schools.
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Shoemaker, Owen S., Marilyn T. Erickson, and A. J. Finch Jr. "Depression and Anger in Third- and Fourth-Grade Boys: A Multimethod Assessment Approach." Journal of Clinical Child Psychology 15, no. 4 (December 1986): 290–96. http://dx.doi.org/10.1207/s15374424jccp1504_1.

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Dissertations / Theses on the topic "Fourth-grade boys"

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Repaskey, Lisa. "First and Fourth Grade Boys' and Girls' Preferences for and Perceptions about Narrative and Expository Text." Scholarly Repository, 2011. http://scholarlyrepository.miami.edu/oa_dissertations/521.

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This study focused on elementary-aged children’s preferences for and perceptions about narrative and expository text. Preference refers to the children’s choice of reading material for themselves, what they prefer to read. Perception refers to the children’s beliefs about what their same-aged peers would like to read. The current study examined these preferences and perceptions about narrative and expository text through the lens of two distinct frameworks – social constructivism and engaged reading. The current study was a systematic replication and extension of a qualitative study conducted by Chapman, Filipenko, McTavish, and Shapiro (2007). It replicated the original study by conducting it with first grade students, and extended the original study by including fourth grade students. Equal numbers of children in the study were represented at three reading achievement levels (above, on, and below grade level). Two individually administered book preference (Open and Closed) tasks and interviews were administered and analyzed to determine elementary-aged children’s genre preferences and perceptions about narrative and expository text. Qualitative research methods were used to glean an understanding of primary and intermediate students’ preferences and perceptions. The findings suggest that first and fourth grade boys preferred expository text while first and fourth grade girls demonstrated an equal preference for both narrative and expository genres for themselves. At both grade levels, both boys and girls held the perception that boys like expository text and girls like narrative text. There were no differences in terms of preferences or perceptions of both genres among children of different reading achievement levels. There were gender and grade level differences in the number of reasons provided for their book choices with girls providing more reasons than boys and fourth graders providing more reasons than first graders. However, there were not marked differences in the reasons they provided for their choices. Findings are discussed in light of implications for instruction, assessment, and future research.
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Bazzy, Zadda M. "Upper Elementary Boys’ Participation During Group Singing Activities in Single-sex and Coeducational Classes." Scholar Commons, 2010. https://scholarcommons.usf.edu/etd/1572.

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As boys in the upper elementary grades become increasingly influenced by peer pressure, many are less likely to participate in singing activities because singing is considered a "feminine" activity. The purpose of this research was to explore if there was an effect on upper elementary boys' level of participation during group singing activities when they attended music classes in a single-sex setting. This study employed a true experimental design and a mixed method. Boys (N = 186) were videotaped during their regular coeducational music classes on two occasions to establish baseline data. Then the students were randomly assigned to attend music classes in either a single-sex or coeducational group. Boys were videotaped again after seven music classes (approximately 9 weeks later). The videos were scored using the author-designed Singing Participation Measure, and the scores (N = 123) were analyzed using an analysis of variance (ANOVA). In addition, qualitative data were collected in the form of music teacher interviews and journal entries. The ANOVA showed no statistically significant differences between groups (single-sex or coeducational) or within groups (baseline scores versus post-treatment scores). In contrast, the qualitative data showed substantial differences in most of the boys' participation in single-sex classes. The teachers reported a sudden increase in the boys' singing participation and described numerous advantages of single-sex music education. Further research is needed. Implications for music educators suggest teachers could create single-sex singing opportunities, choose repertoire mindfully, and establish a "singing culture" at the school to increase boys' participation during singing activities. In addition, music educators are encouraged to know their students' strengths, weaknesses, interests, and needs, and to remember that "one size" does not "fit all" when it comes to what is best for developing young musicians.
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Ergle, Roberta Brown. "Becoming writers boy-writers in a fourth grade /." [Gainesville, Fla.] : University of Florida, 2008. http://purl.fcla.edu/fcla/etd/UFE0022881.

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Books on the topic "Fourth-grade boys"

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Publishing, BooksHive. Composition Notebook: Kids Elementary Grade Student School Supplies Kawaii Gift Item Idea for Boys Girls Teens, Cool Pembroke Welsh Corgi Lover Present, Cute Novelty Dog Themed Primary First Second Third Fourth Sixth Seventh Grader Journal, Pastel Green. Independently Published, 2020.

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Book chapters on the topic "Fourth-grade boys"

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Ruthsatz, Vera, Sarah Neuburger, Petra Jansen, and Claudia Quaiser-Pohl. "Pellet Figures, the Feminine Answer to Cube Figures? Influence of Stimulus Features and Rotational Axis on the Mental-Rotation Performance of Fourth-Grade Boys and Girls." In Spatial Cognition IX, 370–82. Cham: Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-11215-2_26.

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