Journal articles: '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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Sarma, P. S. B. "Mixed Handedness and Achievement Test Scores of Middle School Boys." Perceptual and Motor Skills 107, no. 2 (October 2008): 497–506. http://dx.doi.org/10.2466/pms.107.2.497-506.

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The purpose of the study was to replicate findings of an earlier study of fourth grade boys manifesting mixed handedness with a sample. Among 32 mixed-handed boys in Grades 6 to 8, the right-handed writer, left-handed thrower group obtained low spelling scores (Normal Curve Equivalent Scores) on the California Achievement Test significantly more frequently than the left-handed writer, right-handed thrower group. These findings are consistent with data for Grade 4 boys in the earlier study. Findings strengthen the hypotheses that mixed handedness is not a unitary neuropsychological entity and that boys who write with the right hand and throw with the left hand might be at risk for certain academic deficits.

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Brusseau, Timothy A., Pamela H. Kulinna, Catrine Tudor-Locke, Matthew Ferry, Hans van der Mars, and Paul W. Darst. "Pedometer-Determined Segmented Physical Activity Patterns of Fourth- and Fifth-Grade Children." Journal of Physical Activity and Health 8, no. 2 (February 2011): 279–86. http://dx.doi.org/10.1123/jpah.8.2.279.

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Background:The need to understand where and how much physical activity (PA) children accumulate has become important in assisting the development, implementation, and evaluation of PA interventions. The purpose of this study was to describe the daily PA patterns of children during the segmented school-week.Methods:829 children participated by wearing pedometers (Yamax-Digiwalker SW-200) for 5 consecutive days. Students recorded their steps at arrival/departure from school, Physical Education (PE), recess, and lunchtime.Results:Boys took significantly more steps/day than girls during most PA opportunities; recess, t(440) = 8.80, P < .01; lunch, t(811) = 14.57, P < .01; outside of school, t(763) = 5.34, P < .01; school, t(811) = 10.61, P < .01; and total day, t(782) = 7.69, P < .01. Boys and girls accumulated a similar number of steps t(711) = 1.69, P = .09 during PE. For boys, lunchtime represented the largest single source of PA (13.4%) at school, followed by PE (12.7%) and recess (9.5%). For girls, PE was the largest (14.3%), followed by lunchtime (11.7%) and recess (8.3%).Conclusion:An understanding of the contributions of the in-school segments can serve as baseline measures for practitioners and researchers to use in school-based PA interventions.

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Wickel, Eric. "Variables Associated With Active and Inactive Behavior During the After-School Period." Pediatric Exercise Science 25, no. 2 (May 2013): 288–99. http://dx.doi.org/10.1123/pes.25.2.288.

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This study analyzed time-use interviews to report levels of active and inactive behavior during the after-school period (3–6 pm). Interviews were conducted on random days from three separate seasons during third and fourth grade. Youth with at least two interviews during third (356 completed 2 interviews; 506 completed 3 interviews [9 yrs; 50% boys]) and fourth (186 completed 2 interviews; 768 completed 3 interviews [10 yrs; 50% boys]) grade were included to report levels of moderate-to-vigorous physical activity (MVPA), light physical activity, inactive screen time, inactive nonscreen time, and travel by location and who the activity was undertaken with. Reporting time outside the home and with peers (single or group) was related to higher levels of MVPA. While inside the home, screen and nonscreen proportions were comparable (38% and 40%, respectively), despite unique patterns (screen: boys > girls; nonscreen: girls > boys). Reporting time with both parents was associated with more nonscreen time; whereas reporting time with peer groups was associated with lower screen time. Understanding active and inactive patterns of children’s behavior outside of school hours can be very important in contributing toward the development of innovative interventions for increasing physical activity.

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McMillan, Cathy S., and Loran D. Erdmann. "Tracking Adiposity and Health-Related Physical Fitness Test Performances From Early Childhood Through Elementary School." Pediatric Exercise Science 22, no. 2 (May 2010): 231–44. http://dx.doi.org/10.1123/pes.22.2.231.

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This study tracked health-related physical fitness measurements in children, including sum of triceps and medial calf skinfolds, timed 1-mile run/walk, 1-min bent-knee sit-up, pull-up, and sit-and-reach values. Results are from 409 boys and 409 girls tested in kindergarten and fifth grade, also retaining their first, second, third, and fourth grade data. In separate gender analyses, Spearman’s rho correlations were significant (p < .001) for all grade level pair combinations for each variable. Five-yr tracking of adiposity and all health-related physical fitness measurements for boys and girls was generally moderate from early childhood to the upper elementary ages.

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Марченко, С. І., and В. О. Голубов. "Peculiarities of Game Modes Effect on Dynamics of Speed Development in Boys of Primary School Age." Teorìâ ta Metodika Fìzičnogo Vihovannâ, no. 4 (December 25, 2015): 17–24. http://dx.doi.org/10.17309/tmfv.2015.4.1152.

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Research objective: to experimentally verify the effectiveness of use of game modes systemized for development of speed abilities in boys of primary school age. Research methods: 1.Theoretical analysis and collation of scientific and methodological literature. 2. Method of control tests. 3. Pedagogical experiment. 4. Methods of mathematical statistics. Research results. Positive changes in the level of speed abilities development occurred both in the reference and test groups with better performance in the test groups. This effect resulted from the rational planning of game load. The study has established that to develop speed, the second-fourth grade boys are to engage in five games. The number of repetitions for the second-third graders is one, the rest intervals being 40 seconds, and the number of repetitions for the fourth grade boys is two, rest intervals being 30-40 seconds. The most effective development manifests during the 20-30 lessons. Favorable for speed development are games and relays performed with the highest speed from the start and at short distances from 10 to 30 m.

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Räty, Hannu, Johanna Kiiskinen, and Merja Nykky. "LEARNING INTELLIGENCE – CHILDREN'S CHOICES OF THE BEST PUPILS IN THE MOTHER TONGUE AND MATHEMATICS." Social Behavior and Personality: an international journal 32, no. 3 (January 1, 2004): 303–12. http://dx.doi.org/10.2224/sbp.2004.32.3.303.

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This study addressed children's perceptions and explanations of verbal and cognitive intelligence. A group of primary-school children (N = 119) from the second, the fourth, and the sixth grades were asked to choose the best pupils of their respective classes in their mother tongue (native language) and mathematics and to give reasons for their choices. In the mother tongue, the children tended to favor their own gender in their choices, and boys and girls were chosen as the best pupils quite evenly. In mathematics, the boys selected only boys from the second grade on, while the girls started selecting mostly boys from the fourth grade on only. In the mother tongue the consensus was low, and the choices were explained by referring to the pupil's positive classroom behavior and appropriate work habits. But in mathematics the consensus was high, and the choices were explained by referring to the formal academic recognition that the best pupil had attained and to the speed and correctness of his/her performance. These findings seemed to suggest that mathematical ability is personified as a masculine domain and that our culture's gender-bound representation of mathematical ability may well be inherent to the routines of the school institution.

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Huang, Shih-Tseng Tina, Vinh-Long Tran-Chi, and Tung-En Hsiao. "AN EXPLORATION OF THE DEVELOPMENT OF VIETNAMESE CHILDREN’S SELF-CONTROL ABILITY." Problems of Education in the 21st Century 76, no. 3 (June 15, 2018): 309–17. http://dx.doi.org/10.33225/pec/18.76.309.

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The purpose of the present research is to explore the development of self-control ability during childhood. A group of 360 children (185 boys and 175 girls from grades 2, 4, and 6) participated in the survey. They completed the Children’s Perceived Self-Control Scale (CPSC) which included the interpersonal self-control (ISC), the personal self-control (PSC), and the self-evaluation (SE) subscales. Results showed significant differences in ISC, SE and total scores among the second, fourth and sixth graders. On the total scores, the fourth graders had higher scores than the second and the sixth graders. Moreover, the scores of ISC of the fourth graders were higher than those of the sixth grades. There was no gender difference and interaction of gender and grade found. The results suggested that the development of self-control following a quadratic pattern increased and reached a peak in the fourth grade and then decreased during sixth grade time. Keywords: academic performance, self-control, self-ratings, Vietnamese children.

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van Lier, Pol A. C., and Hans M. Koot. "Developmental cascades of peer relations and symptoms of externalizing and internalizing problems from kindergarten to fourth-grade elementary school." Development and Psychopathology 22, no. 3 (June 24, 2010): 569–82. http://dx.doi.org/10.1017/s0954579410000283.

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AbstractA developmental cascade model linking symptoms of externalizing and internalizing psychopathology through three indices of peer relational difficulty (peer rejection, peer victimization, friendedness) was tested in a general population sample of 653 children followed annually from kindergarten to fourth grade. Rejection and victimization linked kindergarten externalizing problems with fourth-grade internalizing problems. Transactional links between rejection and victimization were found. In addition, peer rejection added to the development of externalizing problems. Friendedness did not add to the development of externalizing or internalizing problems. Cascade paths were similar for boys and girls. Over the period of kindergarten to fourth grade, psychopathology and peer relations become entangled, and the dynamic interplay between multiple manifestations of poor peer relations ultimately adds to the development of both externalizing and internalizing problems and their cross-time relation. Implications for research and prevention are discussed.

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Repaskey, Lisa L., Jeanne Schumm, and Jacqueline Johnson. "First and Fourth Grade Boys' and Girls' Preferences For and Perceptions About Narrative and Expository Text." Reading Psychology 38, no. 8 (July 14, 2017): 808–47. http://dx.doi.org/10.1080/02702711.2017.1344165.

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Ponce-Blandón, José Antonio, María Eduarda Deitos-Vasquez, Rocío Romero-Castillo, Diogo da Rosa-Viana, José Miguel Robles-Romero, and Jussara Mendes-Lipinski. "Sedentary Behaviors of a School Population in Brazil and Related Factors." International Journal of Environmental Research and Public Health 17, no. 19 (September 23, 2020): 6966. http://dx.doi.org/10.3390/ijerph17196966.

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Background. Overweight and obesity arise from a complex range of genetic, environmental, behavioral, educational, and socioeconomic factors. The present study explored the sedentary practices and some life habits related to health among children from the school population of Uruguaiana (Rio Grande do Sul, Brazil). Methods: A cross-sectional descriptive study was conducted to characterize the life habits of the school boys and girls from fourth grade (9–10 years old). Results: A total of 470 fourth-grade boys and girls (9–10 years old) participated in the study. As regards the variables linked to habits, 24% of the boys and girls answered they had not had breakfast the day they completed the questionnaire and 51.8% stated they did not have breakfast any given day of the week. Regarding sedentary habits, 25.3% of children watched TV or played video games five or more hours a day and 9% rarely played sports with their parents or caregivers. Statistical significance was recorded between “number of hours watching TV and playing video games” and “playing sports with parents or caregivers” (p < 0.05). Conclusions: Association between the times spent watching TV or playing video games and the practice of physical exercise in the family proves once again the importance of the family in education for the health of children. The school provides direct access to schoolchildren and their parents to launch numerous health education programs.

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Ramsey, Elizabeth, and Hill M. Walker. "Family Management Correlates of Antisocial Behavior among Middle School Boys." Behavioral Disorders 13, no. 3 (May 1988): 187–201. http://dx.doi.org/10.1177/019874298801300308.

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This study examined the family management practices of parents of antisocial and non-antisocial boys. Serving as subjects for the study were 80 fourth-grade boys and their families involved in an extensive longitudinal investigation. Parent management practices including discipline, monitoring, positive reinforcement, involvement, and problem solving were compared. The two groups also were compared across a number of family status variables. Study results indicated between-group differences also were obtained for the status variables associated with adult relationship(s) in the home and father criminal record. Study outcomes are discussed in terms of parent and family contributions to antisocial behavior.

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Hoelscher, Deanna M., Cristina Barroso, Andrew Springer, Brian Castrucci, and Steven H. Kelder. "Prevalence of Self-Reported Activity and Sedentary Behaviors Among 4th-, 8th-, and 11th-Grade Texas Public School Children: The School Physical Activity and Nutrition Study." Journal of Physical Activity and Health 6, no. 5 (September 2009): 535–47. http://dx.doi.org/10.1123/jpah.6.5.535.

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Background:Few studies have compared physical activity (PA) and sedentary activity (SA) by grade and ethnicity, specifically including elementary school students. A cross-sectional probability-based design was used to provide data by ethnicity (African American, Hispanic, and White/Other), gender, and grade (4th, 8th, and 11th) from 2000 to 2002.Methods:Two validated questionnaires (elementary and secondary) assessed self-reported PA and SA. Point-prevalence estimates and 95% confidence intervals were computed.Results:Over 70% of students reported vigorous PA on ≥3 days/week, but <50% participated in daily physical education. A significant percentage (30% to 50%) of students reported ≥3 hours per day in SA. Fourth-grade boys and girls reported equal PA; however, 8th and 11th grade girls reported lowered vigorous PA. African American 8th- and 11th-grade boys reported the highest PA, but African American children also reported the highest prevalence of SA.Conclusions:Findings from this study highlight the disparities in physical and sedentary activities by gender, grade, and race/ethnicity, and the need to address these differences with programs and policy. In general, grade level and gender differences were more striking and consistent than racial/ethnic differences.

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Priyanti Sularso, Bekti Ayu, Supriyono Supriyono, and Muflikhul Khaq. "Peningkatan Pemahaman Konsep Matematika dengan Menggunakan Model Realistic Mathematics Education di SDN Binangun." Edusia: Jurnal Ilmiah Pendidikan Asia 1, no. 1 (August 27, 2021): 93–109. http://dx.doi.org/10.53754/edusia.v1i1.58.

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This study aims to determine the increase in understanding of mathematical concepts using the Realistic Mathematics Education model in fourth-grade students at SD Negeri Binangun. The subjects in this study were fourth-grade students at SD Negeri Binangun, Need District, Purworejo Regency, totalling 21 students consisting of 14 boys and seven girls, in the 2020/2021 school year. This study used Classroom Action Research (CAR) which was conducted in two cycles, each cycle having two meetings. Data collection techniques using test instruments, observation and documentation. Data analysis was carried out with qualitative and quantitative methods. The results showed that the understanding of students' concepts had increased. This is shown in the first cycle the average value has increased by 18.7%, with an average value of 75.7. In the second cycle, the average value has increased again by 12.1%, with an average value of 87 students' conceptual understanding. 8. Thus, it can be conclude that the Realistic Mathematics Education learning model can improve knowledge of mathematical concepts in fourth-grade students at SD Negeri Binangun

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Sleet, David A. "Differences in the Social Complexity of Children's Play Choices." Perceptual and Motor Skills 60, no. 1 (February 1985): 283–87. http://dx.doi.org/10.2466/pms.1985.60.1.283.

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Game preference was used to determine the social complexity of play choices among 162 fourth grade school children living and playing in inner-city, suburban, and rural settings. Boys exhibited significantly higher play-socialization scores than did girls. Social complexity of play and chronological age, in months, were significantly correlated .76 among the sample of inner-city girls. Children from rural schools preferred play requiring less social complexity than children from inner-city or suburban schools. Opportunities for group and team play for boys and within inner-city schools and neighborhoods may best explain differences in these children's play preferences.

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Klemmer, C. D., T. M. Waliczek, and J. M. Zajicek. "Growing Minds: The Effect of a School Gardening Program on the Science Achievement of Elementary Students." HortTechnology 15, no. 3 (January 2005): 448–52. http://dx.doi.org/10.21273/horttech.15.3.0448.

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Science achievement of third, fourth, and fifth grade elementary students was studied using a sample of 647 students from seven elementary schools in Temple, Texas. Students in the experimental group participated in school gardening activities as part of their science curriculum in addition to using traditional classroom-based methods. In contrast, students in the control group were taught science using traditional classroom-based methods only. Students in the experimental group scored significantly higher on the science achievement test compared to the students in the control group. No statistical significance was found between girls and boys in the experimental group, indicating that gardening was equally effective at teaching science for both genders. After separating the data into the grade levels, the garden curriculum was more effective as a teaching method in raising science achievement scores for boys in third and fifth grades, and for girls in the fifth grade compared to traditional classroom-based methods alone.

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LOCHMAN, JOHN E., and KAREN C. WELLS. "Contextual social–cognitive mediators and child outcome: A test of the theoretical model in the Coping Power program." Development and Psychopathology 14, no. 4 (November 27, 2002): 945–67. http://dx.doi.org/10.1017/s0954579402004157.

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This study tests the contextual social–cognitive model, which has served as the basis for the Coping Power program, an indicated preventive intervention with at-risk preadolescent boys at the time of transition from elementary to middle school. The contextual social–cognitive model assumes that aggressive children have distortions in their social–cognitive appraisals and deficiencies in their social problem solving skills and that their parents have deficiencies in their parenting behaviors. To test this model, boys were identified as being at risk on the basis of fourth grade and fifth grade teachers' ratings of children's aggressive and disruptive behaviors, and interventions were delivered at the end of elementary school and the beginning of middle school. The intervention effect on delinquency, substance use, and school behavior outcomes was at least partially mediated through intervention-produced changes in child and parent variables that were targets for the intervention. These analyses provided unique support for the assumptions in the contextual social–cognitive model that changes in these mediating processes, even among high-risk boys, can have a meaningful impact on later negative outcomes.

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Keenan, Kate, Rolf Loeber, Quanwu Zhang, Magda Stouthamer-Loeber, and Welmoet B. van Kammen. "The influence of deviant peers on the development of boys' disruptive and delinquent behavior: A temporal analysis." Development and Psychopathology 7, no. 4 (1995): 715–26. http://dx.doi.org/10.1017/s0954579400006805.

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AbstractThe concurrent and predictive influence of deviant peers on boys' disruptive and delinquent behavior was examined in a community sample of fourth- and seventh-grade boys, who were followed-up over six data waves. Analyses were conducted separately for three different types of behavior problems: authority conflict, covert, and overt disruptive behavior. Consistent with the existing literature, concurrent relations between peers' and boys' disruptive behavior were expected to be significant. A more informative test, however, was whether exposure to deviant peers resulted in boys' subsequent initiation of disruptive behavior. Although peer influences were expected in the predictive analyses, the relations were hypothesized to differ by type of behavior. The potential moderating effects of hyperactivity and poor parenting practices were also examined to test the hypothesis that boys who are already at risk for behavior problems will be more susceptible to deviant peer influence. Results supported the significant concurrent and predictive relation between exposure to deviant peers and boys' engagement in disruptive and delinquent behavior. There were no significant moderating effects of attention-deficit hyperactivity disorder (ADHD) or parenting practices on peer influence.

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Gartini, Nuryuni Gartini. "PENGARUH PENERAPAN PEMBELAJARAN INKUIRI SOSIAL TERHADAP KETERAMPILAN BERPIKIR KRITIS SISWA SD (Studi Eksperimen Kuasi pada Pembelajaran Ilmu Pengetahuan Sosial)." JURNAL PENDIDIKAN ILMU SOSIAL 25, no. 2 (April 10, 2017): 164. http://dx.doi.org/10.17509/jpis.v25i2.6192.

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The aim of this study is to comprehend the influnces of social inquiry learning implementation against student critical thinking skill. The population of this study is all of the fourth grade students at Bojongherang Cluster in Cianjur. The process of taking sample is done by purposive sampling and the result is two classes of sample. The fourth grade of Bojongherang 2 as an experiment class that applies social inquiry learning, while the fourth grade of Bojongherang 4 as a control class that applies a conventional learning strategies. The study’s datais inquired through the pretes ang posttes by essay examination. The result of this study shows that social inquiry learning implementation give a significant effect to increase student critical thinking skill. Based on statistical calculation we find the critical thinking skill of boys student is higher than the girls student. Beside that, student who have a parent as a merchant is better than the student who have a parent as a civil servant and an employee in the way of thinking. Its assumed that the merchant have an entrepreneur soul who have a creative and autonomously thinking.Key word: social inquiry learning, critical thinking skill.

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Huda Abdalsalam Alzidaneen, Huda Abdalsalam Alzidaneen. "The effect of using blended learning strategy on science achievement among fourth grade students in Tafila Governorate Basira Education Directorate: أثر استخدام استراتيجية التعلم المتمازج في تحصيل العلوم لدى طلبة الصف الرابع الأساسي في محافظة الطفيلة مديرية تعليم بصيرا." مجلة العلوم التربوية و النفسية 5, no. 30 (August 29, 2021): 104–18. http://dx.doi.org/10.26389/ajsrp.z030221.

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This study aimed to find out the effect of the blended learning strategy on the achievement of the fourth-grade students in the basic science subject in the Basira Basira Directorate of Education in Tafila Governorate. The study members were selected by intentional method, and they numbered (52) students from fourth grade students in Al-Harith Basic School for Boys, and the two divisions were randomly assigned and distributed into two divisions. One of them is a control group, which was (27) students who were taught the traditional strategy, and the other is (25) students as an experimental one who learned the blended learning strategy. Its validity and reliability were verified and then applied to the study sample. The results of the study showed a statistically significant difference in the achievement of the study sample at the level of significance )α≤0.05) between the averages of the scores of the two study groups in favor of the experimental group that learned with the blended learning strategy. Achieving science among fourth-grade students in Tafila Governorate by securing the necessary infrastructure to facilitate the application of blended learning by equipping laboratories and ensuring the validity of the Internet.

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Oljaca, Milan, Bojana Dinic, and Valentina Sokolovska. "The effects of attitudes towards violence on violent behaviour among secondary school students: Moderation by gender and aggressiveness." Zbornik Instituta za pedagoska istrazivanja 47, no. 2 (2015): 285–304. http://dx.doi.org/10.2298/zipi1502285o.

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The aim of this research was to explore the effects of attitudes towards violence on different forms of violence behaviour among secondary school students. The moderator roles of gender and aggressiveness in relationships between attitude and violence were also tested. The Bullying Attitudinal Scale, the Peer Violence and Victimisation Questionnaire (PVVQ), and the Aggressiveness questionnaire AVDH were administered on the sample of 643 second- to fourth-grade secondary school students from urban area (61.7% boys)grade. The results have shown that among boys more positive attitudes towards violence had significant effect on direct violence forms - physical and verbal, but that it depended on aggressiveness whether violence would be manifested as physical. Namely, the boys with more positive attitudes towards violence, who, at the same time, scored higher on aggressiveness, were more prone to physical violence. Unlike them, the boys with more positive attitudes towards violence but with lower aggressiveness were less prone to physical aggression. In the case of verbal violence, it has been shown that boys with more positive attitudes towards violence were more prone to verbal violence, regardless of aggressiveness. Aggressiveness had a unique contribution to the prediction of verbal violence and only a significant effect in the prediction of relational violence. The importance of changing the attitudes towards violence in the context of violence prevention is discussed.

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Delzell, Judith K., and David A. Leppla. "Gender Association of Musical Instruments and Preferences of Fourth-Grade Students for Selected Instruments." Journal of Research in Music Education 40, no. 2 (July 1992): 93–103. http://dx.doi.org/10.2307/3345559.

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The purpose of this study was fourfold: (a) to measure possible changes in gender association of musical instruments from earlier research, (b) to estimate current preferences of fourth-grade students for selected instruments, (c) to gain an understanding of reasons expressed by students for preferring certain instruments and not others, and (d) to compare students' perceptions of their peers' preferences to the actual choices their peers made. Findings indicate the magnitude of gender associations has lessened; however, such associations are still noticeably present. Instrument positions on the masculine-feminine continuum remain relatively stable. The majority of the fourth-grade subjects preferred drums, saxophone, or flute, followed in descending order by clarinet, trumpet, violin, trombone, and cello. “Quality of sound” was a primary reason cited for wanting to play an instrument; “too difficult to play” was a primary reason for not wanting to play an instrument. Children's perceptions of their peers' preferences bore a moderate relationship to what their peers actually chose, with girls more accurate in predicting preferences of boys than vice versa.

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Edwards, Rosaland. "The Effects of Performance Standards on Behavior Patterns and Motor Skill Achievement in Children." Journal of Teaching in Physical Education 7, no. 2 (January 1988): 90–102. http://dx.doi.org/10.1123/jtpe.7.2.90.

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The effect of individual performance standards on the relationship between selected process variables and achievement for students in elementary physical education classes is investigated. The subjects were 78 fourth-grade and 80 fifth-grade students from eight classes in two elementary schools. Two fourth grades and 2 fifth grades received standards, and 2 fourth grades and 2 fifth grades did not. A 1-week experimental teaching unit was used. A Solomon 4-group design was used to determine if there was a pretest effect. The data were analyzed in a Treatment (standard-no standard) × Pre (pretest-no pretest) × Sex × Grade MANOVA using posttest and motor-appropriate trials as the dependent measures; this analysis was followed up by two separate ANOVAs. Correlation was used to determine the relationship, if any, between behavior patterns and performance. The treatment group performed better than the control group, boys performed better than girls, and fifth graders performed better than fourth graders. Individuals with standards performed significantly better than those with no standards. The Pre × Treatment interaction suggested that having a pretest tends to standardize the amount of practice an individual takes. There was a positive relationship between motor-appropriate practice and performance regardless of treatment group. These data suggest that performance can be improved by individual performance standards and that care should be taken in using pre- and posttest methods for testing motor skills.

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Topçu, Sevgi, and Marilena Z. Leana-Taşcılar. "The role of motivation and self-esteem in the academic achievement of Turkish gifted students*." Gifted Education International 34, no. 1 (May 11, 2016): 3–18. http://dx.doi.org/10.1177/0261429416646192.

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The aim of this study was to explore the relationship between self-esteem and motivational components and to determine which were the best predictors of academic achievement among Turkish gifted students. Participants in this study were 184 students (76 girls and 108 boys). Sixty-one students were from the fourth grade, 43 from the fifth grade, 34 from the sixth, 32 from the seventh and 14 from the eighth grade. Eighty-four of the students attended İstanbul Art and Science Centre, which is an after-school program for gifted students, and 100 of them attended a public special education school for gifted students. The Coopersmith Self-Esteem Inventory was used to assess self-esteem and the Scale of Intrinsic Versus Extrinsic Motivational Orientation in the Classroom was used to assess motivational components. Findings showed significant correlations between self-esteem, motivation and achievement. Using a regression analysis, in fourth graders general self-esteem, in fifth graders academic self-esteem, in sixth and seventh graders intrinsic motivations and in eighth graders extrinsic motivation were found to predict academic achievement.

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Fristad, Mary A., and Dennis H. Karpowitz. "Norms for the Children's Report of Parental Behavior Inventory—Modified Form." Psychological Reports 62, no. 2 (April 1988): 665–66. http://dx.doi.org/10.2466/pr0.1988.62.2.665.

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Norms based on responses of 145 fourth, fifth, and sixth grade rural midwestern children were prepared. Several demographic variables affected children's responses. Girls reported less firm control and more acceptance from their mothers than did boys. Older children reported less acceptance from and less use of psychological control by their fathers than did younger children. Finally, across grades, children tended to report less acceptance from their parents and less use of psychological control by their fathers.

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Flanagan, Shawn D., Courtenay Dunn-Lewis, Disa L. Hatfield, Lindsay J. Distefano, Maren S. Fragala, Mark Shoap, Mary Gotwald, et al. "Developmental Differences Between Boys and Girls Result in Sex-Specific Physical Fitness Changes From Fourth to Fifth Grade." Journal of Strength and Conditioning Research 29, no. 1 (January 2015): 175–80. http://dx.doi.org/10.1519/jsc.0000000000000623.

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Kurdi, Vanessa, and Isabelle Archambault. "Student–Teacher Relationships and Student Anxiety: Moderating Effects of Sex and Academic Achievement." Canadian Journal of School Psychology 33, no. 3 (May 7, 2017): 212–26. http://dx.doi.org/10.1177/0829573517707906.

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This study examined the influence of student–teacher relationships on children’s anxiety and its differential association according to children’s sex and academic achievement. The sample included 350 third- and fourth-grade students and their elementary school teachers. Results of multiple regression analysis indicated that student–teacher conflict at the beginning of the school year was associated with higher anxiety in students at the end of the year. The influence of conflict with teachers also varied for boys and girls, according to their academic achievement. Indeed, high-achieving girls reporting conflict with teachers presented more anxiety compared with boys and their low-achieving peers. This study highlights the influence of teachers on student anxiety, and brings attention to high-achieving girls, a group rarely considered at risk.

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Carvajal, Howard, and Kimberley Weyand. "Relationships between Scores on Stanford-Binet IV and Wechsler Intelligence Scale for Children—Revised." Psychological Reports 59, no. 2 (October 1986): 963–66. http://dx.doi.org/10.2466/pr0.1986.59.2.963.

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Estimations of some relationships among scores on the “General Purpose Abbreviated Battery” of the Stanford-Binet: Fourth Edition and the Wechsler Intelligence Scale for Children—Revised were based on responses of a third-grade class of 11 boys and 12 girls who took both tests. Of 5 Pearson correlations of the total scores and of four pairs of subtests 3 were statistically significant. The Binet IV seems to hold promise for the examiner in the field although there are several points to ponder.

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Brusseau, Timothy, Pamela Kulinna, Catrine Tudor-Locke, Hans van der Mars, and Paul Darst. "Children's Step Counts on Weekend, Physical Education, and Non-Physical Education Days." Journal of Human Kinetics 27, no. 1 (March 1, 2011): 123–34. http://dx.doi.org/10.2478/v10078-011-0010-4.

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Children's Step Counts on Weekend, Physical Education, and Non-Physical Education DaysThere have been well-documented increases in overweight and obese children, sedentary lifestyles, and increased prevalence of a hypokinetic disease over the past 20 years. Thus understanding the physical activity patterns of children is essential for developing effective interventions. Little evidence exists that illustrates the contribution of weekend, physical education, and non-physical education days to overall physical activity patterns of children. The purpose of the study was to examine differences in pedometer-determined physical activity patterns of fourth and fifth grade children during weekend, physical education and non-physical education days. Three hundred and sixty-three children (8-11 years old) from six Southwestern USA elementary schools participated by wearing pedometers (Yamax Digiwalker SW-200) for seven consecutive days. Children recorded their steps at arrival to school and when they woke up and went to bed on weekend days. During weekdays, the fourth and fifth grade children averaged 13,196 ± 3,334 and 11,295 ± 3,168 steps/day for boys and girls, respectively. This is compared to a weekend average of 7,660 ± 4,647steps/day (boys) and 7,317 ± 4,062 steps/day (girls). Children were significantly more active on physical education days, averaging 12,979 steps/day (14,197 ± 4,697 steps/day for boys and 12,058 ± 3,772 steps/day for girls),compared to non-physical education school days, when they accumulated 11,809 steps/day (12,788 ± 3,600 steps/day for boys and 11,047 ± 3,382 steps/day for girls). Based on the findings in this study, children and youth are more active during school days than on weekend days. Furthermore, children are more active on physical education days than non-physical education days. These findings suggest that increased physical activity programming and interventions during weekend days may be needed to increase physical activity. The expansion of school-based physical education across more school days may also serve to increase children's physical activity during the school week.

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Deluty, Robert H. "Cognitive Mediation of Aggressive, Assertive, and Submissive Behavior in Children." International Journal of Behavioral Development 8, no. 3 (September 1985): 355–69. http://dx.doi.org/10.1177/016502548500800309.

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The present study explored the relationships among levels of aggressiveness, assertiveness, and submissiveness and (1) alternative-thinking ability, (2) judgments of response alternatives on a variety of indices including 'evaluative' and 'potency' dimensions, and (3) consequential thinking, for 188 fourth-sixth grade children. The five best predictors of aggressiveness, of assertiveness, and of submissiveness for both boys and girls represented combinations of alternative-thinking, consequential-thinking, and evaluative-judgment dimensions. The clinical implications of these findings for treating aggressive and submissive children are discussed.

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Liu, Jianghong, Jill Portnoy, and Adrian Raine. "Association between a marker for prenatal testosterone exposure and externalizing behavior problems in children." Development and Psychopathology 24, no. 3 (July 2, 2012): 771–82. http://dx.doi.org/10.1017/s0954579412000363.

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AbstractPrenatal androgen exposure has been associated with aggressive behavior in adults. It is less clear whether this association holds for childhood externalizing behavior. This study tests the hypothesis that increased prenatal androgen exposure is associated with aggressive behavior and attention problems in childhood. The ratio of the length of the second finger digit relative to the fourth digit, which is a marker for prenatal testosterone exposure, was assessed in 239 male and female fifth grade schoolchildren from Jintan, China, together with parent and teacher ratings of aggression and attention problems. Increased aggression and attention problems were both significantly associated with a lower ratio of the length of the second finger digit relative to the fourth digit ratios in boys but not girls. The effects remained significant after controlling for early adversity. These findings are the first to establish a relationship between an indirect indicator of fetal androgen exposure and any child psychopathology in Chinese children, and the observed effect size in boys was stronger than in male adults in Western studies. The results provide limited cross-cultural support for the importance of prenatal androgen exposure in contributing to the development of externalizing behavior problems in children, and they suggest that such effects may be specific to boys who may be relatively more vulnerable to early prenatal influences.

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Bakkaloglu, Selva. "Analysis of Metacognitive Awareness of Primary and Secondary School Students in Terms of Some Variables." Journal of Education and Learning 9, no. 1 (January 6, 2020): 156. http://dx.doi.org/10.5539/jel.v9n1p156.

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Metacognition is important for learners of all ages. Therefore, this situation raises all important questions about how to develop metacognitive skills and habits in the classroom regardless of primary, secondary and high school. The aim of this study is to investigate the metacognitive awareness of primary and secondary school students according to the variables of gender, grade level and region. The model of this research, which was conducted to determine the metacognitive awareness levels of the students in primary and secondary school, is a survey model. Metacognitive Awareness Scale was administered to 399 students (195 girls, 204 boys) in third, fourth and fifth grade. The research shows that the metacognitive awareness scores of primary and secondary school students do not differentiate in gender. According to another result obtained in the research; metacognitive awareness scores of pirmary and secondary school students differentiate in locality. The students’ metacognitive awareness is higher than that of the urban local. When the metacognitive awareness scores were examined according to the grade level, it was seen that the metacognitive awareness scores of the fifth grade students were higher than the other groups. However, there is no significant difference between the metacognitive awareness scores of the third and fourth grade students. Similar studies aiming to examine the development of metacognitive awareness of students are thought to be useful in planning the education process in this direction.

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Buisic, Svetlana, Dragan Cvejic, Andrea Vukovic-Zivkovic, and Tamara Pejovic. "Quantitative differences in motor abilities and basic anthropometrics characteristics of boys and girls from fourth grade of primary school." Glasnik Antropoloskog drustva Srbije, no. 48 (2013): 121–27. http://dx.doi.org/10.5937/gads1348121b.

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', Misnawati. "UPAYA PENINGKATAN MOTIVASI BELAJAR PKN SISWA KELAS IV SD NEGERI 011 PAGARAN TAPAH DARUSSALAM MELALUI PENERAPAN MODEL PEMBELAJARAN KOOPERATIF TIPE TWO STAY TWO STRAY." Primary: Jurnal Pendidikan Guru Sekolah Dasar 5, no. 3 (March 24, 2017): 574. http://dx.doi.org/10.33578/jpfkip.v5i3.3942.

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This research is motivated by the lack of motivation to learn civics fourth grade students ofSD Negeri 006 Pagaran Tapah Darussalam. This study aims to determine whether themotivation to learn civics fourth grade students of SD Negeri 011 Pagaran TapahDarussalam can be enhanced through the implementation of cooperative learning model TwoStay Two Stray, which is carried out for 1 month. Subjects in this study is the fourth gradestudents of SD Negeri 011 Pagaran Tapah Darussalam 2016-2017 school year the number ofstudents as much as 6 students, consisting of 4 boys and 2 girls. Form of research isclassroom action research. The research instrument consists of instruments and instrumentperformance data collection activity observation sheet form teacher and student activity.Based on the analysis and discussion as presented in chapter IV can be concluded that theapplication of the method two only two guests can enhance students' motivation fourth gradeon the subjects of citizenship education in primary schools Tapah 011 Pagaran Darussalam.It can be seen from changes in student motivation in cycle 1 and cycle 2. Students 'motivationin the first cycle is 15 with an average of 41.7 students' motivation in lower categories and anincrease in cycle 2 to 31 with an average of motivation to learn 86.1 students in the very highcategory. Based on the performance indicators that this research is successful if it reaches75% of all students

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Cullen, Karen Weber, Issa Zakeri, Erin W. Pryor, Tom Baranowski, Janice Baranowski, and Kathy Watson. "Goal Setting is Differentially Related to Change in Fruit, Juice, and Vegetable Consumption Among Fourth-Grade Children." Health Education & Behavior 31, no. 2 (April 2004): 258–69. http://dx.doi.org/10.1177/1090198103260518.

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The impact of goal attainment in a dietary change program to increase fruit, 100% juice, and vegetable consumption was assessed among fourth-grade students. At each session, the students were given goals related to increasing fruit, juice, and vegetable consumption. Baseline consumption and postconsumption were assessed with up to 4 days of computerized dietary recalls. Analyses included regression models predicting postconsumption from the numbers of fruit-juice goals, vegetable goals, or total number of general goals attained, respectively. For students with low baseline fruit-juice preferences, attaining more fruit-juice goals resulted in increased post-fruit-juice consumption. Among those with low baseline vegetable consumption, attaining one vegetable goal was related to higher post-vegetable consumption. For boys and those with high baseline fruit, juice, and vegetable consumption, attaining three general goals was related to increased fruit, juice, and vegetable intake. The results show that goal attainment was somewhat effective in promoting dietary change among children.

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Sirnayetti, Sirnayetti. "Improving Student Achievement In Creative Integer Addition And Reduction Method Through Demonstrations With Equipment P Eraga Pinus Cards Fourth Grade Students Of Sdn 35 Parak Karakah East Padang District School Year 2015/2016." Jurnal Ilmiah Pendidikan Scholastic 1, no. 2 (October 27, 2018): 62–70. http://dx.doi.org/10.36057/jips.v1i2.248.

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Student difficulties experienced by students in the learning of mathematics, especially in the matter of addition and subtraction of integers, the cause is a fairly difficult subject matter. By using the method of demonstration using props pine students are expected to solve the problems associated with material addition and subtraction of integers . This research was conducted in the second semester of academic year 2015 / 2016. The time needed to study this class action is two months. This study uses classroom action research procedures planned two cycles, if not successful will resume the next cycle. The activities of each cycle consisting of: planning, action, observation, and reflection. The research subject of this class action is the fourth grade students of SD Negeri 35 Parak Karakah East Padang District Academic Year 2015/2016 , the fourth grade students of SD Negeri 35 Parak Karakah were 30 students comprising 13 girls and 17 boys. Observations carried out during the learning process by using observation sheet that was created earlier. Through Demonstration Method With Tool P eraga Pinus Cards Fourth Grade Students of SDN 35 Parak Karakah East Padang District Academic Year 2015/2016 is new learning for students of classes VI Elementary School 35 Parak Karakah East Padang District Academic Year 2015/2016, it can be a positive impact on the students themselves well in Improving student Achievement in summation Materials and Methods Through Integer Reduction Demonstration With Tool P eraga Pinus cards as well as increasing awareness among group members.

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Yorulmaz, Alper, Hümeyra Uysal, and Sabri Sidekli. "The use of mind maps related to the four operations in primary school fourth-grade students as an evaluation tool." Journal of Education and Learning (EduLearn) 15, no. 2 (May 1, 2021): 257–66. http://dx.doi.org/10.11591/edulearn.v15i2.19894.

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The aim of the study was to determine the concepts that primary school fourth-grade students reveal with their mind maps related to four operations (addition, subtraction, multiplication, division) and to compare the mind map and achievement test scores. In the study, a mixed method was used in which quantitative and qualitative data were collected and presented together. The study was carried out with a total of 14 students. There were eight girls and six boys, who studying in the fourth-grade of a primary school in Menteşe district of Muğla, in the spring semester of the 2019-2020 academic year. In the research, mind maps created for four operations and success test were used as data collection tools. The data collection process was carried out simultaneously. In the analysis of the data, qualitative data were transformed into the quantitative analysis, and quantitative analyzes were made. Concepts in mind maps created for four operations were subjected to qualitative analysis and photos were added as evidence. As a result of the research, it was determined that the majority of the students adopted the concepts of addition, subtraction, multiplication, and division. Besides, it was revealed that there was a high-level positive relationship between the scores of the students obtained from the achievement test and the scores from the mind maps they created. The evaluation made using the mind map for primary school fourth-grade students is more advantageous than the achievement test in terms of determining the conceptual understanding.

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Arta Eka Wiana, Pt Juny, I. Ketut Gading, and Nyoman Kusmariyatni. "The Application of Authentic Assessment to Improve the Learning Outcomes of Science in the fourth-grade students of SD Negeri 2 Pupuan." Journal of Education Research and Evaluation 1, no. 2 (May 2, 2017): 106. http://dx.doi.org/10.23887/jere.v1i2.9841.

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This study is aimed at improving students’ learning outcomes in science in the fourth grade of SD Negeri 2 Pupuan District Tegallalang, Gianyar in the academic year of 2014/2015 after the implementation of authentic assessment. This research is a classroom action research conducted in two cycles. Each cycle consisted of four stages, namely planning, action, observation/ evaluation, and reflection. The subjects were students of class IV SD Negeri 2 Pupuan District Tegallalang, Gianyar in the academic year 2014/2015 which amounted to 15 people, consisting of 8 boys and 7 girls. The data of the learning outcomes were obtained by using the test method and analyzed with descriptive statistical analysis techniques. The results of this study were found that the application of authentic assessment can improve students’ learning outcomes in science in the fourth grade of SD Negeri 2 Pupuan District Tegallalang, Gianyar 2014/2015 with an average score of learning outcomes at the end of the first cycle reached 62.27 belonged to enough category and the average score of learning outcomes at the end of the second cycle reached 69.33 which was located in the good category.

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', Suriaman. "PENERAPAN TEKNIK MEMBACA DALAM HATIUNTUK MENINGKATKAN KEMAMPUAN MENCARI GAGASAN POKOK KARANGAN NARASI ANAK SISWA KELAS IVSD NEGERI 012 PAGARAN TAPAH DARUSSALAM." Primary: Jurnal Pendidikan Guru Sekolah Dasar 5, no. 3 (March 24, 2017): 10. http://dx.doi.org/10.33578/jpfkip.v5i3.3787.

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This research is motivated by the lack of ability to look for the key idea of narrative essay six graders SD Negeti 012 Pagaran Tapah Darussalam. This study aims to improve the search capabilities of key ideas in the narrative essay fourth grade students of SD Negeri 012 Pagaran Tapah Darussalam through silent reading techniques, carried out for 1 month. The research subject is the fourth grade students of SD Negeri 012 Pagaran Tapah Darussalam with the number of 14 people, consisting of seven boys and seven girls. Form of research is classroom action research. The research instrument consists of instruments and instrument performance data collection activity observation sheet form teacher and student activity. Based on the research that has been done, it is obtained based on the results of the study, the research concluded that the ability to search for the key idea fourth grade students of SD Negeri 012 Pagaran Tapah Darussalam can be improved through techniques silent reading. This is evident from the increase in the student's ability in finding the key idea of prior silent reading techniques applied to the second cycle of the second meeting. Known from preliminary data the average value of students is 61.4. When viewed from the classical completeness, there are 14.3% of students (2) is completed obtaining a minimum value of 65 (according to the standard KKM), at the first meeting of the first cycle, the average grade low category (66.4). When viewed from the classical completeness, there are 50% of students (7). At the second meeting students' average score was 70.7. When viewed from the classical completeness, there are 57.1% of students (8). Thus, this research is successful. the first meeting of the second cycle, the average grade low category (74.3). When viewed from the classical completeness, there are 78.6% of students (11 people). at the second meeting of the second cycle, the average grade low category (81.4). When viewed from the classical completeness, there is 100% of students (14 people).

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Luigi, Aprile. "DIAGNOSIS AND PREVENTION WITH OR WITHOUT SENTENCE CONTEXT LEXICAL DEFINITIONS IN YOUNG PEOPLE AGED BETWEEN 8 AND 12." International Journal of Developmental and Educational Psychology. Revista INFAD de Psicología. 1, no. 2 (July 15, 2016): 15. http://dx.doi.org/10.17060/ijodaep.2015.n2.v1.320.

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Our hypothesis foresees the presence of the following lexical abilities: synonyms, antonyms, categories, word function with or without sentence context. 215 girls and 257 boys in third grade, 240 girls and 255 boys in fourth grade, 245 girls and 276 boys in fifth grade (for a total of 1488) participated in this research project. The experiment was divided into 2 phases. In the first phase, 100 boys and girls, divided by age were asked to define words with high image value and dominant meaning and frequency of use in a list. The words were taken from short readings of elementary school literature. The passages used were those reflecting a popularity rating above 80%. The Flesch index of readability (with a value between 64 and 73, higher than mean value of 50) was applied to the readings. In the first phase we recorded the answers the children gave to questions such as “What does word X mean?” or “How would you define word X?”. The children were asked to provide the best written definition according to them. They were with no problems in reading and writing processes. We then proceeded to elaborate the test with four multiple choice questions. In the second phase, using the definitions provided by the children, we used trials subject to item analysis using calculations based on: index of difficulty, ability to distinguish, reliability factor (using the Kuder-Richardson formula). The definitive test was divided into eight parts including: synonyms, antonyms, categories, contextual and non contextual functions (PAV or Analytical Vocabulary Test, Florence, O.S., 1991).The results showed by means of factorial analysis times principle components (varimax method, N = 1488) the presence of two principal factors: Factor 1, contextual and Factor 2, non contextual. This data would seem to confirm that subjects when working out the definition of words, need two types of information: the context of the sentence in which the word is used (Factor 1, contextual) and the definition of the word without referring to the sentence (Factor 2, non contextual).

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Harvey, Stephen, Megan L. Smith, Yang Song, David Robertson, Renee Brown, and Lindsey R. Smith. "Gender and School-Level Differences in Students’ Moderate and Vigorous Physical Activity Levels When Taught Basketball Through the Tactical Games Model." Journal of Teaching in Physical Education 35, no. 4 (October 2016): 349–57. http://dx.doi.org/10.1123/jtpe.2016-0089.

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Abstract:

The Tactical Games Model (TGM) prefaces the cognitive components of physical education (PE), which has implications for physical activity (PA) accumulation. PA recommendations suggest students reach 50% moderate-vigorous physical activity (MVPA). However, this criterion does not indicate the contribution from vigorous physical activity (VPA). Consequently, this study investigated: a) the effects of TGM delivery on MVPA/VPA and, b) gender/school level differences. Participants were 78 seventh and 96 fourth/fifth grade coeducational PE students from two different schools. Two teachers taught 24 (middle) and 30 (elementary) level one TGM basketball lessons. Students wore Actigraph GT3× triaxial accelerometers. Data were analyzed using four one-way ANOVAs. Middle school boys had significantly higher MVPA/VPA (34.04/22.37%) than girls (25.14/15.47%). Elementary school boys had significantly higher MVPA/VPA (29.73/18.33%) than girls (23.03/14.33%). While TGM lessons provide a context where students can accumulate VPA consistent with national PA recommendations, teachers need to modify lesson activities to enable equitable PA participation.

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