Developmental trajectories of school-beginners' ability self-concept, intrinsic value and performance in mathematics

BACKGROUND

Although research clearly demonstrates the importance of motivation in mathematics learning, relatively little is known about the developmental dynamics between different facets of mathematics motivation and performance, especially in the early years of schooling.

AIMS

In a longitudinal setting, we examined (1) how children's ability self-concept and intrinsic value in mathematics change over time during their first 3 years in school, (2) how those changes relate to each other and (3) how they connect with mathematics performance.

SAMPLE

The participants were 285 Finnish school-beginners (52.7% girls).

METHODS

Latent growth curve modelling was used to examine the developmental trajectories of children's ability self-concept and intrinsic value, and how those trajectories predicted later mathematics achievement (both mathematics test performance and teacher-rated grades), while controlling for previous mathematics performance and gender.

RESULTS

The results showed significant decreases in children's ability self-concept and intrinsic value, but also significant individual differences in the trajectories. The strong dependency between the levels and changes in self-concept and intrinsic value led us to specify a factor-of-curves latent growth curve model, thus merging the trajectories of ability self-concept and intrinsic value into one common model. Subsequent results showed prior mathematics performance to predict change in children's mathematics motivation, and both the level and change in mathematics motivation to predict third-grade performance and teacher-rated grade.

CONCLUSIONS

Our findings provide evidence for a developmental link between children's ability self-concept, intrinsic value and achievement. Achievement seems to enhance mathematics motivation, and positive motivation appears to support the further development of mathematics skills.

The personal epistemology of parents predicts the development of scientific reasoning in children aged 6-10 years

The influence of the epistemological beliefs of parents on the development of comprehensive scientific reasoning abilities was investigated in a five-wave longitudinal study from kindergarten to elementary school. The 161 German 5-10-year-olds (89 girls, 72 boys) were assessed yearly on their scientific reasoning abilities using comprehensive measures for experimentation and data-interpretation skills, as well as understanding of the nature of science. The children were also tested on their language abilities and intelligence. Their parents completed a sociodemographics questionnaire and answered ten questions about their epistemological beliefs regarding (1) the interpretive nature of science, (2) the tentative nature of knowledge, and (3) the role of scientific framework theories. The personal epistemology of the parents significantly predicted the scientific reasoning development of their children regardless of the parents' education level and the children's general cognitive abilities. However, the effect of the epistemology of parents on their children's scientific reasoning was limited to the intercepts, suggesting that the epistemic understanding of parents affects how scientific reasoning develops in their children, but not the development speed. Although parental epistemology exerts substantial effects on scientific reasoning of their children, it did not affect their reading ability, suggesting an involvement of science-specific mechanisms rather than generalized family-based influences. These findings highlight the importance of family as a variable in the development of scientific reasoning, which is an area lacking in research, and it suggests that early interventions targeted at the epistemic understanding of caregivers can provide useful ways for promoting the reasoning of children. RESEARCH HIGHLIGHTS: A five-year longitudinal study shows significant development of scientific reasoning from kindergarten to elementary school. Caregivers' personal epistemology predicted scientific reasoning development-independent of children's general cognitive abilities and caregivers' level of education. The effect was most-pronounced for caregivers' understanding that social framework theories determine which aspects of science are accepted and how they are conducted. Caregivers' personal epistemology did not predict children's reading abilities, suggesting that the effect of the caregivers' epistemology on children's scientific reasoning is domain-specific.

Improving Recess through Collaboration: Exploring the Facilitators and Barriers to Sustaining Positive Playground Behavior

BACKGROUND

School recess quality is vital to children's social and emotional skill development. However, there is a research-to-practice gap where academic findings are ineffectively translated back to schools. The aims of this study were to examine how a co-designed intervention would impact negative behaviors observed during recess and to explore the facilitators and barriers to recess implementation over the course of a school year.

METHODS

Utilizing a research-practice partnership, the authors collaborated with staff at an elementary school to design, implement, and assess an intervention focused on improving recess quality. The intervention offered training in research-supported recess practices through professional development training and teaching students transitions and games. The school's recess behavioral report log of negative playground behaviors across the academic year and notes from recess staff meetings were analyzed.

RESULTS

Quantitative results pointed to a stable decrease in negative playground behaviors post-intervention compared to pre-intervention. Qualitative analyses suggest school leadership and practitioners should focus on "reculturing" recess prior to making structural changes, and empowering recess staff to sustain change.

CONCLUSION

Prior to considering interventions at recess, there is a need to assess both school and recess culture. In doing so, reculturing around the importance of recess during the school day and the roles of adults in the process is needed to ensure the sustainability of any changes made.

Changes in the Average Body Mass Index of Fifth- and Sixth-Grade Korean Elementary School Students: The Role of Physical Education in Student Health

This study aimed to emphasize the importance of physical education in maintaining sufficient physical activity by examining the average BMI of fifth- and sixth-grade elementary school students in Korea over multiple years. This study investigated changes in the average BMI of fifth- and sixth-grade elementary school students in Korea. It provided foundational data to suggest the role of physical education in student health and set future directions. The 2019-2021 Physical Activity Promotion System (PAPS) of the Korean Ministry of Education was used. Data corresponding to fifth- and sixth-grade students (124,693 from 2019, 126,226 from 2020, and 117,809 from 2021) in 1208 elementary schools in Korea were collected. Repeated measures ANOVA was conducted for the data analysis. The study findings are as follows: First, the average BMI of fifth- and sixth-grade elementary school students in Korea increased significantly in 2021 compared with 2019 and 2020. Second, changes in the yearly average BMI showed a significant difference depending on gender and grade. Obesity among fifth- and sixth-grade elementary school students in Korea increased steadily during 2019-2021, which may be due to a decrease in students' physical activity. Male students showed a steeper increase regardless of grade. During the study period, limited physical activity at school increased obesity rates. Physical education must play a role in students' health in preparation for future changes.

Teaching happiness to students - implementation and evaluation of a program aiming at promoting wellbeing in elementary schools

Since the beginning of the COVID-19 pandemic, the prevalence of mental disorders in children and adolescents has increased significantly. Evidence shows that childhood mental disorders can have serious consequences on psychosocial, cognitive, and physical development. Approaches from Positive Education go further than the urgently needed prevention of mental disorders by aiming directly at promoting subjective, psychological, and social wellbeing. The present study describes the implementation of a brief program to promote wellbeing in 15 elementary schools. For this purpose, in a regular university seminar, students of teaching and educational science were instructed to give 11 "happiness lessons" for fourth graders in a team of two and in the presence of the class teacher over the course of 3 months. Quantitative data were collected from children and parents in the treatment group classes and in the parallel classes serving as the waiting control group at four measurement points (pre, post, 1- and 2-month follow-up). We assessed psychological wellbeing, negative emotions and moods, parent support and home life, perception of the school environment, and self-esteem of the children with established instruments with versions for children and their parents and the frequency of positive and negative emotions of the children in self-report only. Additionally, we applied ad hoc items on subjective perception of the project and open questions in the treatment group. Data were analyzed with EffectLiteR using multigroup structural equation models. Results showed a small significant effect for negative emotions with the children's data and a medium effect for psychological wellbeing in the perception of the parents at the 1-month follow-up. Interaction effects suggest that lower baseline levels in parent support and home life and self-esteem would increase the treatment effect for these constructs. The need for more grounded framework in positive education and the inclusion of more qualitative methods as well as suggestions to improve the program in the sense of a whole school approach are discussed.

A Parallel Process Growth Curve Analysis of Teacher-Student Relationships and Academic Achievement

Teacher-student relationships (TSR) have been a key focus of study for developmental and educational psychology researchers interested in improving proximal and distal academic outcomes for children and youth. Although prior empirical work suggests some degree of association between TSR and achievement, the co-development of TSR and achievement during elementary grades remains unclear with most findings limited to reading and mathematics achievement. The current study used parallel process growth curve models (PPGCMs) to examine the longitudinal growth trajectories of teacher-student closeness and conflict, and science, reading, and mathematics achievement simultaneously for children followed from kindergarten to third grade in the Early Childhood Longitudinal Study, Kindergarten Class of 2010-2011 (N = 13,490). Findings from the final PPGCM showed teacher-student closeness in kindergarten was positively associated with science, reading and mathematics achievement in kindergarten (r = 0.234 to 0.277) and the linear growth of achievement through third grade (r = 0.068 to 0.156). Teacher-student conflict in kindergarten was negatively associated with science, reading, and mathematics achievement in kindergarten (r = -0.099 to -0.203) and the linear growth of achievement through third grade (r = -0.081 to -0.135). Child biological sex, family socioeconomic status, and child racial and ethnic identity predicted TSR and achievement developmental trends. Implications of the findings and future directions for research are discussed.

Improving child nutrition in disasters by developing a modeled disaster preparedness nutrition education curriculum

In contemporary global society, largely because of climate change and other natural and human-induced hazards, disasters are an almost daily occurrence. The nutritional impact of disasters on children results in long-term physical and mental health problems. As children are one of the most vulnerable demographic groups, they must be empowered with disaster preparedness nutrition knowledge, and the skills and motivation to survive, prevent/reduce malnutrition, and maintain good health during disasters. A disaster preparedness nutrition education program (DPNEP) was developed in this study to improve children's nutrition in daily life and during disasters through student-centered education. A consultative approach was used to synthesize the knowledge of a diverse group of four experts in disaster medicine and management, public health, education, and food and nutrition sciences to reach a consensus through discussion. A model DPNEP was developed by targeting grade 4 and 5 students and using interactive teaching methods. This can lead to the implementation of continuous nutrition education to empower children to make healthy food choices in daily life and reduce the risk of disaster-nutrition-related morbidity and mortality. Furthermore, once children acquire the necessary information, they are likely to share this knowledge with their families and communities, thereby enhancing society's resilience.

Mutual benefits for research and practice: Randomized controlled trials in the Hector Children's Academy Program

This article describes how a series of randomized controlled trials (RCTs) were implemented in the Hector Children's Academy Talent Development Program with the goal of generating mutual benefits for research and practice. The Hector Children's Academy Program, founded in 2010 and located in one of the largest states in Germany, Baden-Württemberg, is a statewide enrichment program for talented primary school students, with a focus on STEMM topics. The program is financed by a private foundation, supervised by the Ministry of Education, and offered by 69 local sites that are hosted by local schools. About 15,000 primary school students (Grades 1-4) attend enrichment courses (more than 23,000 course participations) offered by the Hector Children's Academy Program every year. A unique element of the Hector Children's Academy Program is the role of empirical research in course development. The Hector Core Courses-offered by all local sites-undergo a strict quality assurance process in which RCTs are used to test their effectiveness with regard to central outcomes. After describing the Hector Children's Academy Program, we explain how the Hector Core Courses were developed and incorporated into the program, summarize key findings from the RCTs, and discuss mutual benefits for research and practice.

Program Evaluation and Preliminary Efficacy of Fitness and Skill-Based High-Intensity Interval Training in Physical Education

Previous school-based high-intensity interval training (HIIT) interventions have focused on the quantity of physical activity (PA) achieved during physical education (PE) rather than students' PE experiences, including enjoyment. Purpose: To evaluate the feasibility of a fitness- and skill based HIIT intervention guided by the Self Determination Theory. Method: For this pretest-posttest randomized controlled 6-week pilot study, 4-5th grade students (15 boys, 30 girls; age = 10.5 ± 0.9 years) completed a 16-19-minute HIIT circuit (INT); whereas, 22 students (10 boys, 12 girls; age = 10.5 ± 0.9 years) engaged in regular PE (CON). Two-way mixed ANCOVA tests were performed to assess preliminary efficacy. Results: Participants reported favorable program satisfaction (mean 3.6 ± 1.5 out of 5). The physical educator reported a high feasibility survey score (31/35), and themes emerging from a program acceptability interview included positive perceptions of the HIIT program and strategies for future implementation. A large effect size was evident for cardiorespiratory fitness (ηp2 = 0.26), as VO2peak increased in INT from 53.6 ± 6.1 to 56.9 ± 7.3 ml/kg/min and decreased in CON (53.9 ± 7.0 to 52.4 ± 10.4 ml/kg/min). Students in INT exhibited greater amounts of moderate-to-vigorous PA and vigorous PA during PE versus CON, based on accelerometer data (23.4 ± 5.0 vs. 15.7 ± 4.7 min/hr, ηp2 = 0.45; 4.5 ± 2.6 vs. 2.3 ± 1.3 min/hr; ηp2 = 0.27, respectively). Conclusions: Findings support the feasibility of this fitness- and skill-based HIIT program and may be a valuable addition to elementary school PE programs.

Are curiosity and situational interest different? Exploring distinct antecedents and consequences

BACKGROUND

A controversy over the distinction between curiosity and situational interest has recently resurfaced. Nonetheless, empirical research comparing the two is noticeably lacking.

AIMS

We attempted to fill this gap and provide much-needed evidence of the distinction between curiosity and situational interest by examining the antecedents and consequences of the two constructs.

METHODS

We assessed enjoyment, novelty, uncertainty and surprise as potential antecedents and information seeking, individual interest, career intention and achievement as potential outcomes of curiosity and situational interest among 219 Korean sixth graders in the domain of science.

RESULTS

Of the hypothesized antecedents, enjoyment during science class related most strongly to students' situational interest in science, whereas novelty in science class related most strongly to students' science curiosity. Uncertainty and surprise in science class related to only science curiosity and not situational interest in science. Among the outcomes considered, situational interest in science related to only students' individual interest in science. In comparison, science curiosity related significantly to all science outcomes measured in this study. Science curiosity also significantly mediated the relationships between the antecedents and outcomes in science.

CONCLUSIONS

Together, these results support the distinction between curiosity and situational interest and suggest different ways to promote each motivation construct depending on desired outcomes in the science classroom.

Developmental Trajectory of Conduct Problems Among Boys and Girls Receiving Psychoeducational Services at Elementary Schools

Elementary public schools remain the most common venues for addressing children's severe conduct problems. Nevertheless, very few longitudinal studies have examined association between receiving psychoeducational services for conduct problems in school and subsequent conduct problem severity. This study explored if psychoeducational service reception contributed to reduce conduct problems in a sample of 434 elementary school-aged boys and girls presenting a high level of conduct problems. The study used a repeated measures design at 12-month intervals, for 4 years. Information regarding the severity of children's conduct problems and services was provided by parents and teachers. Latent Growth Modeling was used to identify a mean trajectory of conduct problems. Results revealed that psychoeducational services were associated with a decrease in conduct problems over time, but this association was only observed in boys. There was no association between service reception at study inception and the trajectory of conduct problems among girls. These results suggests that psychoeducational services are well suited to the difficulties of boys with conduct problems; however, they may call for a review of the services offered to girls in schools, both in terms of the detection of conduct problems in young girls, and in terms of their treatment options.

A self-regulation intervention conducted by class teachers: impact on elementary students' basic psychological needs and classroom engagement

Literature has reported a decrease in students' engagement throughout schooling, but more worrying, is that elementary students already show signs of disengagement. This data sets the case to develop interventions at this school level. The narrative-based intervention "Yellow Trials and Tribulations" aimed to promote self-regulation has been proven to positively impact elementary students' school engagement. Acknowledging that classroom engagement is expected to be more closely related to learning and achievement than school engagement, the current study aims to extend the research of the mentioned intervention on elementary students' classroom engagement (i.e., behavioral, emotional, cognitive, and agentic dimensions), as well as on basic psychological needs (i.e., perceived autonomy, competence, and relatedness)-an antecedent of students' engagement. The current intervention was implemented by 4th-grade class teachers trained for that purpose and was assessed following a quasi-experimental design with pretest and posttest data collection. Participants were 90 students in the experimental group, and 91 in the comparison group. A multivariate analysis of variance with repeated measures was run for each construct. At the end of the intervention, children in the experimental group reported higher perceived competence and classroom engagement (all dimensions) than their counterparts in the comparison group (small and medium effect sizes were found). No follow-up was conducted to examine whether the intervention effects were long-lasting. Results are expected to support researchers' and educators' efforts to effectively implement the intervention, and maximize its benefits to students. For example, extra efforts could be made to help implementers better respond to students' psychological needs (in this case, perceived autonomy and relatedness), and consequently increase classroom engagement (especially behavioral and emotional engagement, which revealed lower effect sizes).

Reducing stigma toward autistic peers: a pilot investigation of a virtual autism acceptance program for children

Inclusive educational practices can be beneficial for autistic children, especially when the general education classroom can better meet the child's academic and socio-emotional needs than a special education classroom. Unfortunately, autistic children may not thrive in general education classrooms if they are perceived negatively, subject to bullying, and are socially isolated and rejected by their typically developing peers. Autism acceptance programs may help address the root cause of these problems, autism stigma. Thus, this study evaluated the effectiveness of a virtual autism acceptance program presented to typically developing, 8-10-year-old children through remote learning technology. The 5-week, stakeholder-approved pilot program included a themed module each week (e.g., facts about autism and reducing stigma, sensory sensitivities, strengths of those with autism) presented through a variety of online educational materials. Pretest, posttest, and maintenance results showed that the program was effective in improving children's knowledge about autism, and children's attitudes and behavioral intentions toward their peers with autism. In addition to reducing autism stigma, study findings suggest that remote learning and virtual tools can be used to implement an efficacious autism acceptance program to children, allowing for greater and more cost-effective outreach to children and schools.

The Association Between Duration of School Garden Exposure and Self-Reported Learning and School Connectedness

When students feel connected to their school, they experience positive health and academic outcomes. In contrast, school disengagement is a predictor of dropout, delinquency, and substance use. School garden programming has the potential to help children achieve academic outcomes and feel connected to their school. Unfortunately, most school garden research has been conducted with white, affluent study participants. We describe the results of a secondary analysis utilizing data from an evaluation of a university-supported community school garden program (CSGP). Using a cross-sectional survey study design, we examined the impact of school garden programming in Title I schools on primarily Latino/a (Hispanic) elementary student self-reported learning and feelings of school connectedness by comparing students with ≤1 year exposure to those with >1 year. Social cognitive theory formed the conceptual basis for the analysis. Duration of school garden exposure did not have a significant association with self-reported learning or feelings of school connectedness. Regardless of past exposure, fifth-grade students, females, and those who identify as Latino/a (Hispanic) felt that school garden programming improved their learning. Latino/a (Hispanic) students who participate in school garden programming may also feel a greater sense of connection to their teachers and peers at school. Qualitative results demonstrated that most students enjoyed spending time in the garden and indicated that participating in the program helped them learn new things and feel connected to their school. If individuals who may be disadvantaged because of systemic racism, such as Latino/a (Hispanic) students, can benefit from school garden programming, such interventions should be further investigated and prioritized.

"On an island by myself": implications for the inclusion of autistic students in self-contained classrooms in public elementary schools

Introduction

Autistic students have limited access to inclusive classes and activities in their schools. Principals and special education teachers who directly teach and administer programs for autistic elementary students can offer critical insight into factors, such as educators' attitudes, that may impact inclusive opportunities in schools. These attitudes may serve as barriers to or facilitators of promoting an inclusive school setting.

Methods

Semi-structured interviews with 26 elementary school principals and 26 special education teachers explored their experiences implementing evidence-based practices for autistic students (pivotal response training, discrete trial training, and visual schedules) in 26 self-contained classrooms in the United States. Autism-specific culture and inclusion emerged as a theme, which was analyzed for this paper.

Results

An inductive approach to thematic analysis revealed principals' and special education teachers' perspectives regarding the "autism-specific culture" in the school, including attitudes towards and inclusion of autistic students in self-contained classrooms in the broader school environment. Analysis of text related to "autism-specific culture" detailed aspects of inclusion, factors (i.e., barriers and facilitators) affecting inclusion, principals' and special education teachers' attitudes towards autistic students placed in self-contained classrooms, attitudes of other school staff towards teachers in self-contained classrooms, and recommendations to support an inclusive school environment for autistic students.

Discussion

Results suggest that valuing "equal" access to classes and activities for autistic students in self-contained classrooms may not be sufficient for promoting an inclusive school environment, Educators may benefit from targeted strategies to facilitate inclusion. Strategies range from supporting educators' attitudes and knowledge of autism to shifting physical aspects of the school environment (e.g., location of classrooms). Additional implications for supporting the true inclusion (i.e., inclusion that goes beyond physical inclusion) involves of autistic students in self-contained classrooms schools are discussed.

School teachers' awareness of internet addiction in elementary school students: a regional survey in Japan

In recent years, concerns about internet addiction (IA) among children have been increasing. This study focused on the awareness of IA in elementary school teachers. A web-based anonymous survey was conducted in November 2021. The participants completed an original questionnaire about their awareness of IA. The participants were divided into three groups based on their positions in the classroom: class teachers, support teachers, and administrative teachers. Out of 283 participants, over 70% had not approached students with IA and had little practical knowledge about the disorder. Support and administrative teachers had more opportunities to interact with students with IA than class teachers (p < 0.001 in both cases). Support teachers had more opportunities to ask their colleagues about IA than class teachers (p < 0.01); similarly, administrative teachers also had more opportunities to discuss IA with colleagues than class teachers (p = 0.04). Preventive interventions are recommended for people who communicate with children with IA. Students with IA might cause anxiety among teachers; therefore, preventive education strategies should be implemented with the cooperation of psychiatrists, psychologists, and public health nurses.

The Association between Internalizing Symptoms and Witnessing School Bullying and Defending Behavior: An Analysis of Gender Differences among Elementary and Middle School Students

Bullying is a significant public health concern that begins as early as elementary school and peaks in middle school. Although researchers have demonstrated the relationship between internalizing symptoms and being a target of bullying, there is limited research examining the association between internalizing symptoms and witnessing school bullying and defending targets or gender differences in these relationships. In this cross-sectional study, we examined gender as a moderator of the relationships between internalizing symptoms (e.g., depressive symptoms and social anxiety) and witnessing school bullying and defending behavior in a sample of elementary and middle school students (N = 126; 51.6% female; 3rd-8th grade). Results demonstrated that witnessing school bullying was a significant predictor of depressive symptoms. For social anxiety, the gender x witnessing school bullying interaction was significant for social avoidance and distress (SAD), such that among female students, SAD was positively related to witnessing school bullying. In contrast, the gender x defending behavior interaction was significant for fear of negative evaluation (FNE), such that among male students, FNE was positively related to defending behavior. Findings suggest bullying prevention should incorporate bystander training programs that include a focus on gender differences in social anxiety associated with being a bullying bystander.

Effects of a Portuguese social-emotional learning program on the competencies of elementary school students

Introduction

It is widely recognized that socio-emotional learning (SEL) interventions can contribute to supporting students' positive development of socio-emotional skills (SES) and positive relationships with peers and teachers. Thus, interest in promoting students' SES through universal evidence-based programs is spreading around the world, including in Portuguese schools.

Methods

This quasi-experimental study examines the efficacy of a SEL classroom-based program, infused into the curriculum, on students' communication, self-regulation, and classroom peer relationships. Participants included 208 third- to fourth-grade students from three Portuguese public elementary schools: 143 in the intervention group (54.5% boys; M_age = 8.72; SD = 0.61); 65 in the comparison group (52.3% boys; M_age = 8.66; SD = 0.59). Measures included: Study on Social and Emotional Skills, parent, child, and teacher versions; and Classroom Peer Context Questionnaire, completed by students. The study followed a pre- and post-test design, with a 16-week intervention.

Results

For the overall participants, results show a positive effect of the program on students' assertiveness (family report), peer conflict and peer cooperation. Effects were analyzed separately by school grade. A statistically significant positive effect of the program on third-grade students' assertiveness and sociability was found. For fourth-grade students, a positive effect was found on - emotional control). classroom conflicts, isolation, cooperation and cohesion behaviors.

Discussion

These positive effects support the expansion of universal interventions when aiming at strengthening SEL in Portuguese school settings, underlining the relevance of embedding SEL into the curricula and daily practices at schools.

Bullying in Middle School: Evidence for a Multidimensional Structure and Measurement Invariance across Gender

The purpose of the present study was to evaluate the factorial structure of the bullying scale on the Trends in International Mathematics and Science (TIMSS 2019) for eighth graders and evaluate the instrument's invariance across gender so that tests of level between males and females can be conducted. Data came from the 2019 cohort of TIMSS in Saudi Arabia. The 14-item scale was evaluated using three competing models: (a) a unidimensional structure, (b) the International Association for the Evaluation of Educational Achievement (IEA) online, non-online two-factor model, and (c) the Wang et al. (2012) 4-domain bullying taxonomy. Participants were 5567 eighth graders who participated in the 2019 TIMSS study. There were 2856 females and 2711 males. The mean age was 13.9 years. Data were analyzed using Confirmatory Factor Analysis (CFA) and Mplus 8.9. Results indicated that a 4-domain structure including verbal, physical, relational, and online bullying represented the most optimal factor structure of the 14-item bullying measure. Tests of exact measurement invariance for gender originally failed but were then satisfied using the newly recommended "alignment" methodology. Latent mean differences were salient and significant suggesting that levels of bullying across all domains were elevated in males compared to females, contrasting earlier views that different types of bullying are linked to males versus females. Results are discussed in relation to educational policy interventions.

Reciprocal relationships between parental and scholastic homework assistance and students' academic functioning at elementary school

Homework assistance is provided both by parents and by institutions, for example, full-day schools. Previous research found evidence that the quality of homework assistance - measured by three dimensions derived from the self-determination theory, namely, responsiveness, structure, and control - is reciprocally related with students' academic functioning (i.e., achievement and homework behavior). However, findings on parental homework assistance have been consistent only for the secondary level, whereas elementary school students have been studied less and previous results obtained for this population are inconclusive. Moreover, research on homework assistance that is given at school is scarce. Therefore, the present study aimed to investigate whether reciprocal associations between the quality of homework assistance and students' academic functioning in elementary school can be found (1) for parental homework assistance and (2) for scholastic homework assistance. We calculated cross-lagged panel models based on longitudinal data from 335 German fourth graders collected in autumn 2019 (September and October) and winter 2020 (February and March). The analyses for scholastic homework assistance were based on a subsample of 112 students. Whereas responsiveness and structure did not predict students' outcomes in the way we expected, control had unfavorable relationships in both homework settings. Moreover, parental control was reciprocally related with students' mean grades in three subjects. The positive forms of homework assistance (responsiveness and structure) were predicted by different indicators of academic functioning in the two homework settings.

Physical and psychological strain in upper Austrian elementary school teachers - an observational study

Musculoskeletal disorders (MSDs) are the main cause of pain leading to high economic burden and psychosocial disadvantages. In addition, psychological stress impacts the overall health as well as the quality of life. Elementary school teachers clearly are a cohort with a high risk of MSDs and stress. The 'BelaPrim' study was conducted to determine the physical and psychological conditions of elementary school teachers in Upper Austria and to investigate the influence of physical and psychological parameters on MSDs. Physical and mental strain was determined with the Nordic Musculoskeletal Questionnaire (NMQ) and the 11-item short version of a German work-related behaviour and experience assessment (AVEM), respectively. Despite a high prevalence of MSDs, high scores were found on personality dimensions. Furthermore, qualitative results indicated the need of administrative/pedagogical support. A linear regression model showed that body height (+), work engagement (+), and emotions (-) are predictors for the occurrence of back pain.Practitioner summary: Despite a high proportion of physical complaints, Upper Austrian elementary school teachers show good mental health. Body height, a high work engagement, and low level of emotions are predictors for the occurrence of back pain. Health initiatives for elementary schools should have a multifactorial view to improve teachers' health.Abbreviations: BA: professional ambition; BE: willingness to spend; VB: striving for perfection PE: ability to distance; DF: tendency to resign in case of failure; RT: offensive problem-solving: OP; inner calm and balance; IR: experiencing success at work; EE: life satisfaction; LZ and SU: experiencing social support.

The Impact of COVID-19, Mental Health Distress, and School-Based Sociocultural Protective Factors among Elementary-Aged Children and their Caregivers

Given the individual and systemic stress endured by children and families during the COVID-19 pandemic, research examining culturally responsive school experiences and supports to enhance resilience is critical. This study examined the relationship between caregivers' perceptions of COVID-19 impact, mental health distress among children and caregivers, and school-based sociocultural protective factors, including culturally responsive practices in schools and the relationships between teachers and caregivers, concurrently and longitudinally. Data were collected from caregivers of elementary-aged children at two-time points from March to April 2020 (N = 174) and one year later in 2021 (N = 114). Regression analyses revealed that COVID-19 impact positively predicted and parent-teacher joining negatively predicted mental health concerns among children and families, concurrently and longitudinally. Furthermore, there was a positive relationship between caregivers' perceptions of teachers' social awareness and justice practices and mental health symptoms for children in 2020. Parent-teacher joining longitudinally moderated the relationship between COVID-19 impact and caregivers' mental health concerns. This study provides implications regarding sociocultural resilience factors that should be considered in schools amidst the COVID-19 pandemic.

The long-term effects of primary school-based obesity prevention interventions in children: A systematic review and meta-analysis

INTRODUCTION

This systematic review and meta-analysis investigate the long-term effects of primary school-based obesity prevention interventions on body-mass index (and z-scores), waist circumference (and z-scores) and weight status.

METHODS

Four databases were searched for studies from date of inception until June 8th, 2021. We included randomized controlled trials (RCT) and non-RCTs investigating effects ≥12 months post-intervention of primary school-based interventions with intervention duration ≥6 months and containing a diet and/or physical activity component on outcomes of interest. Articles were assessed on risk of bias and methodological quality by RoB2 and ROBINS-I. Meta-analysis was performed and results were narratively summarized. Evidence quality was assessed with GRADE.

RESULTS

Nineteen studies were included, 9 were pooled in a meta-analysis. No long-term effects were found on body-mass index (+0.06 kg/m² ; CI95% = -0.38, 0.50; I²  = 66%), body-mass index z-scores (-0.08; CI95% = -0.20, 0.04; I²  = 36%), and waist circumference (+0.57 cm; CI95% = -0.62, 1.75; I²  = 13%). Non-pooled studies reported mixed findings regarding long-term effects on body-mass index, body-mass index z-scores and weight status, and no effects on waist circumference and waist circumference z-scores. Evidence certainty was moderate to very low.

DISCUSSION

No clear evidence regarding long-term effects of primary school-based interventions on obesity-related outcomes was found. Recommendations for further research and policy are discussed. Prospero registration ID: CRD42021240446.

School Entry Plays an Insignificant Role in Attention Performance, Impulse Control, and Motor Activity of Same-Aged Children from Preschool and Elementary School

The transition from preschool to elementary school places demands on children to pay attention, control their impulses, and avoid fidgeting. However, to the best of our knowledge, no studies have investigated whether these characteristics are influenced by elementary school entry. The current study compares same-aged preschool and elementary-school children regarding their attention performance, impulse control, and motor activity. A total of 60 children (30 preschool and 30 elementary school; 6 years old) underwent the Quantified Behavior (Qb) Test. The children's parents responded to a conventional questionnaire for measuring attention-deficit/hyperactivity disorder. We found that formal schooling (mean: 3 months) did not significantly affect the examined variables (p > .05). The results imply that improvements in questionnaire and computer test scores shown by previous studies are rather caused by maturation than the educational context. The assumption that inattention ratings increase after school entry because inattention can be better observed in an academic setting could not be verified either. Our study substantiates that the normative data used in clinical practice need not consider the educational context.

Packed School Lunch Food Consumption: A Childhood Plate Waste Nutrient Analysis

Packed school lunch consumption remains a sparsely studied aspect of childhood nutrition. Most American research focuses on in-school meals provided through the National School Lunch Program (NSLP). The wide variety of available in-home packed lunches are usually nutritionally inferior compared to the highly regulated in-school meals. The purpose of this study was to examine the consumption of home-packed lunches in a sample of elementary-grade children. Through weighing packed school lunches in a 3rd grade class, mean caloric intake was recorded at 67.3% (32.7% plate waste) of solid foods, while sugar-sweetened beverage intake reported a 94.6% intake. This study reported no significant consumption change in the macronutrient ratio. Intake showed significantly reduced levels of calories, sodium, cholesterol, and fiber from the home-packed lunches (p < 0.05). The packed school lunch consumption rates for this class were similar to those reported for the regulated in-school (hot) lunches. Calories, sodium, and cholesterol intake are within childhood meal recommendations. What is encouraging is that the children were not "filling up" on more processed foods at the expense of nutrient dense foods. Of concern is that these meals still fall short on several parameters, especially low fruit/vegetable intake and high simple sugar consumption. Overall, intake moved in a healthier direction compared to the meals packed from home.

Folktales as indigenous pedagogic tools for educating school children: A mixed methods study among the Nso of Cameroon

In many low and middle-income countries, schools are sites of cross-cultural contact and conflict due to a mismatch between the learning priorities and pedagogical practices used in children's homes and those they encounter in school. The alien nature of school as a learning context contributes to several negative outcomes. It hampers children's acquisition of academic skills, limits their parents' engagement in their schooling and prevents schools from benefiting from the learning resources and pedagogical practices available in the local context. To prevent this, many low and middle-income countries are considering the feasibility of incorporating local cultural activities into the school curriculum as a means of bridging the cultural divide between schools and the communities they serve. This research aims to inform these decisions through a case study of stakeholders' views towards the integration of a specific indigenous pedagogic tool, folktales into school settings in Cameroon, Central Africa. Qualitative data were gathered from 20 teachers and 15 parents in Kumbo, the capital of the Nso Kingdom where traditional child-rearing customs remain strong. A thematic analysis of the data revealed that most parents told their children folktales as one component in an indigenous participatory pedagogy designed to stimulates some cognitive skills and enhance moral development among children. Most teachers and parents believed that there were many potential importance of integrating folktales into schools as a traditional pedagogy for schoolteachers' professional practice. All teachers reported that they used folktales during lessons and/or pupils' free time. Like parents, teachers both narrated folktales and invited children to narrate them though some parents indicated that it was not necessary. This pattern of findings supports the conclusion that folktales provide invaluable pedagogic values and prospects for schools and formal education in general. Caution should be exercised in any attempt to generalize these findings because the sample and the geographical site were limited. However, this study suggests that folktales may be a readily available indigenous pedagogic tool that has both a high level of acceptability among teachers and parents and can be effective in bridging the cultural divide between schools and communities in many low and middle-income countries.

Self-Reported Listening Abilities in Educational Settings of Typically Hearing Children and Those Who Are Deaf/Hard-of-Hearing

Children who are deaf or hard-of-hearing (D/HH) learning in inclusive educational settings must be aware of how well they hear and understand spoken language to advocate for themselves. This study explored elementary-age children's self-reported listening abilities using thematic analysis of brief interviews. Participants were 16 D/HH and 16 typically hearing (TH) 7- to 12-year-old monolingual English speakers in Canada. Children were asked about their ability to hear and understand the teacher, other students, and people in different environments. Findings showed surprising similarities across groups in terms of numbers of "no difficulty" responses and awareness of listening barriers related to speaker and environmental characteristics. Unsurprisingly, children who are D/HH were more likely to discuss hearing technologies and to attribute difficulties to their hearing abilities. Findings suggest that children who are D/HH with poor speech discrimination in noise abilities require support in developing awareness of and expressing difficulties with listening abilities.

Are Ants Good Organisms to Teach Elementary Students about Invasive Species in Florida?

This study aims to evaluate the effectiveness of our outreach program "The ImportANTs of ANTs" in communicating scientific topics to elementary school children, using ants as example organisms. In this program's first phase, we focused on the concepts of native and invasive species and how invasive species affect ecosystems. The program included various active learning approaches, including presentations, handouts, crafts, and live colony viewings. At two schools (one in rural and one in suburban areas), 210 students from 5th grade were assessed using short, anonymous pre- and post-surveys. We analyzed the students' responses to questions from the following categories: general feelings about ants, ant knowledge, general care for the environment, general impact knowledge, and native/invasive species knowledge. The school populations displayed distinct opinion changes and knowledge gains; however, there was a significant increase in knowledge of native and invasive species in both populations. Our study demonstrates that ants are good models to teach children about the impact of invasive species. The project aims to drive universal responsibility by forging proactive attitudes toward protecting the environment and native species early.

Evaluating Changes in Perceived Enjoyment throughout a 12-Week School-Based Exergaming Intervention

This study assessed whether a high-intensity exergame represents an enjoyable training tool for children in the elementary school setting. Furthermore, it evaluated whether gender, body mass index (BMI), waist-to-height ratio (WHtR), fitness level, weekly physical activity level, and general interest in sports moderate perceived enjoyment during the 12-week intervention. Thirty fifth- and sixth-grade students (10.5 ± 0.7 years; 50% girls) participated in this study. During baseline assessments, anthropometric measurements and a shuttle run test were conducted. Throughout the intervention period, the students participated in 15−20-min exergaming sessions (ES) in the ExerCube twice a week during school hours. Enjoyment was assessed after an ES in weeks 2 and 12. Additionally, enjoyment was evaluated after a physical education (PE) class in week 2. The results reveal no significant changes in enjoyment (p = 0.164) over time. The modest changes over time were significantly affected by BMI (p = 0.027), WHtR (p = 0.007), and weekly activity level (p = 0.016). Compared to the PE class, enjoyment was significantly higher during the ES (p < 0.001). None of the covariates showed a significant effect. Mean HR during the ES reached 87.1 ± 1.9% of students’ individual maximum HR. In conclusion, the ExerCube provides a promising tool for schools to promote enjoyable moderate-to-vigorous physical activity.

Effects of and preference for student- and teacher-implemented good behavior game in early elementary classes

Disruptive behavior during instruction is a common problem in elementary classrooms. One intervention to reduce disruptive behavior is the Good Behavior Game (GBG). In this study, the students of 2 early elementary classrooms experienced 3 versions of the GBG: experimenter-implemented, teacher-implemented, and student-implemented. The effects of the GBG on disruptive behavior and peer interactions were evaluated using a combined reversal and multielement design. Student preference for conditions was assessed via a group arrangement of a concurrent-chains preference assessment. All versions of the game reduced disruptive behavior compared to baseline, but the rate of disruptive behavior was slightly higher during the teacher-implemented sessions in Class 1. Few peer interactions occurred during the game; however, negative interactions increased slightly in both classes during the GBG. Students overwhelmingly preferred the student-implemented version of the game. This study provides support for student implementation of the GBG and offers an approach to student shared governance in the classroom.

On the rocky road to efficient behavior management: Can emotional competencies signal the better way?

Self-efficacy beliefs in behavior management (SEBiBM) is a key issue for teachers, while emotional competence is a major contributor to professional success and sustainability in this profession. The investigation of the multifaceted nature of these two constructs may be important in order to take a step toward understanding which emotional competence could foster specific aspects of SEBiBM. To explore this issue, elementary school teachers (N = 121, 1st-4th grades) answered the Profile of Emotional Competence, which comprises 12 scores of emotional competencies, and a four-dimensional self-efficacy scale for behavior management in the classroom. Results indicate that intrapersonal emotional competencies, as compared to interpersonal competencies, play a major role regarding self-efficacy beliefs. In particular, multiple regression analyses revealed that higher identification and understanding of personal emotions were associated with better perceived self-efficacy on two aspects of SEBiBM. In addition, using other's emotions predicted proactive involvement of the pupil's parent or caregiver. Results are discussed in terms of their contribution to research in educational sciences and in teacher education, particularly with respect to teachers' sustainability in the profession.

Fixed Effect Estimates of Student-Teacher Racial or Ethnic Matching in U.S. Elementary Schools

We used student fixed effects and statistical controls to investigate whether U.S. elementary students (N = 18,170) displayed greater academic achievement, social-emotional behavior, or executive functioning and were more likely to receive gifted or special education services when taught by teachers of the same race or ethnicity. We observed mostly null effects for student-teacher racial or ethnic matching across the study's 12 dependent measures in analyses adjusting for Type 1 error. For the full sample, matching resulted in lower science achievement (effect size [ES] = -.03 SD). For Black students, matching resulted in fewer internalizing problem behaviors (ES = 0.18 SD). We observed null effects for Hispanic students. Robustness checks including those stratified by race or ethnicity and biological sex or by prior levels of low or high level of achievement, behavior, or executive functioning largely supported the study's null findings. Exceptions were that matching resulted in fewer externalizing problem behaviors (ES = 0.22 SD) for Black girls and lower academic achievement (ES range = -0.04 to -0.14 SD) and fewer externalizing and internalizing problem behaviors (ES range = 0.24 to 0.33 SD) for students who had previously displayed low levels of academic, behavioral, or executive functioning. Collectively, the analyses provide limited support for student-teacher racial or ethnic matching as a school-based policy to address educational disparities in U.S. elementary schools.

Which Children are Frequently Victimized in U.S. Elementary Schools? Population-based Estimates

We analyzed a population-based cohort of 11,780 U.S. kindergarten children to identify risk and protective factors predictive of frequent verbal, social, reputational, and/or physical bullying victimization during the upper elementary grades. We also stratified the analyses by biological sex. Both girls and boys displaying kindergarten externalizing problem behaviors were at consistently higher risk of frequent victimization during 3rd-5th grade (for the combined sample of boys and girls, verbal odds ratio [OR] = 1.82, social OR = 1.60, reputational OR = 1.85, physical OR = 1.67, total OR = 1.93). Hispanic children relative to non-Hispanic White children and those from higher income families were the most strongly and consistently protected from victimization. Boys were more likely to be physically bullied but less likely to be verbally, socially or reputationally bullied than girls. Other variables including disability, cognitively stimulating parenting, academic achievement, and internalizing behavior problems had statistically significant but less consistent and generally weaker relations with frequent victimization.

How Elementary In-School Play Opportunities Relate to Academic Achievement and Social-Emotional Well-Being: Systematic Review

BACKGROUND

Play is essential for child growth and development, and may have academic and social-emotional implications. To understand the relationship between in-school play opportunities and academic achievement (AA) and social-emotional well-being among elementary school students, a systematic review of the current in-school play literature was conducted.

METHODS

Keywords were input across 7 search engines. After screening, 20 peer-reviewed publications related to play, AA, and social-emotional well-being met the inclusion criteria for this review.

FINDINGS

Across the included publications, recess was the only in-school play opportunity assessed. Overall, student behavior and social-emotional outcomes benefited from more recess while mixed results were found between recess participation and academic outcomes. However, more recess was not detrimental to AA.

CONCLUSION

The findings from this review support the need for recess as part of a whole child approach to education that may mitigate the negative outcomes of sitting through long periods of instruction. More research is needed on the AA and social-emotional effects of other types of in-school play opportunities (ie, centers, play stations, and other breaks). Findings from this review indicate that recess is a necessary part of the elementary school day.

Impact of Virtual Learning on Mothers With Children in Elementary School: A Psychosocial Viewpoint

Background

Measuring the impact of virtual learning (VL), specifically psychosocially, and its consequences have been poorly studied because VL has never been implemented in this way before worldwide. To our knowledge, no studies in Saudi Arabia have addressed this topic, with very limited available literature internationally. This study aims to evaluate the psychosocial effects of VL on mothers of children in elementary school and its relation to psychosocial factors.

Methodology

Using an anonymous online questionnaire posted on social media, a quantitative, observational, cross-sectional study was conducted from May through December 2021 in Riyadh, Kingdom of Saudi Arabia. A total of 460 mothers consented to complete the study questionnaire. The questionnaire consisted of a socioeconomic section and collected information on perceived stress via the Perceived Stress Scale (PSS-14).

Results

The overall PSS-14 score showed a moderate stress level. Our results showed that as age groups tended to rise, stress scores tended to decline. Diabetes was a significant variable contributing to high stress. Verbal abuse toward a child essentially reflects an increase in stress. Mothers with familial conflicts were more prone to high stress.

Conclusions

The consequences of VL on mothers and the whole family are alarming. Stress, verbal and physical abuse, and unhealthy family dynamics are strongly associated with such a way of learning. The impact of emotional and behavioral changes among this group of individuals needs to be further investigated.

Psychopathology in virtual education for primary school students in the COVID-19 pandemic: A qualitative analysis

BACKGROUND

COVID-19 virus continues to be an international concern, challenging psychological resilience in all areas, especially virtual education, making the psychopathology and problems more evident.

MATERIALS AND METHODS

The present study is a qualitative study of conventional content analysis, in which 24 participants (14 parents, 5 teachers, and 5 principals) were selected by purposive sampling from primary schools in Zahedan. Data collection tools included semi-structured interviews with open-ended questions. Interviews continued until reaching data saturation. The transcripts of the interviews were coded according to Graneheim and Lundman's 5-step approach, and then, the codes were classified according to the specified axes. For accuracy and exactness of information, the researchers used the criteria of validity, verifiability, reliability, and transferability.

RESULTS

The results of this study include two categories, "e-learning infrastructure" and "psychopathology," indicating the importance of creating, using, and strengthening cyberspace infrastructure for the use of education in primary schools during COVID-19 pandemic.

CONCLUSION

The results indicated that identifying these cases and attempting to eliminate them can reduce psychopathology and improve the quality of virtual education for students. Moreover, this can help principals and educational planners have new insights so that they can focus on solving psychological problems in e-learning and provide their supportive planning.

An evaluation of the 'bottom-up' implementation of the Active at school! programme in Quebec, Canada

The lack of physical activity (PA) amongst children is a public health concern in many industrialized countries. School-based daily physical activity (DPA) policies are a promising intervention for increasing PA levels amongst children. Informed by a logic model framework, this study examines the factors associated with meeting a 'top-down' DPA objective in the context of a 'bottom-up' implementation of a school-based DPA initiative in Quebec, Canada. An online survey assessing school-level inputs, outputs and outcomes was sent to all participating schools (415). Crude odds ratios (ORs) and 95% confidence intervals (CIs) were calculated using logistic regression to evaluate potential associations between factors (inputs and outputs) and the school's adherence to providing at least 60 minutes of DPA (outcome). Adjusted ORs (AORs) and 95% CIs were calculated using a multivariate logistic regression to identify the best set of factors to predict adherence to the DPA objective. A total of 404 schools completed the questionnaire, amongst which 71% reported meeting the DPA target by implementing school-tailored activities. Three factors were identified as the best set of school inputs and outputs to predict meeting the objective: financial resources (per student) (AOR = 1.02; 95% CI 1.01-1.03), a shared vision amongst the school-team members that PA benefits learning outcomes (AOR = 1.94; 95% CI 1.04-3.19) and having conducted a detailed situational analysis (AOR = 1.89; 95% CI 1.00-3.58). Given that 'bottom-up' implementation might favour the development of policies that are more acceptable to stakeholders, our results should be considered by decision-makers and school administrators when implementing DPA initiatives.

The Impact of Obesity on the Fitness Performance of School-Aged Children Living in Rural Areas-The West Attica Project

This study aimed to investigate the relationship of body mass index (BMI) with muscle and cardiorespiratory fitness in children living within rural areas (regional unit of West Attica) in Greece. Participants included 399 students (187 boys, 212 girls), ages 8-12 years old, and were evaluated in physical performance tests. The point prevalence of overweight and obesity was 21.39% and 26.20% in boys, and 19.90% and 23.79% in girls. Significant differences were observed in all physical performance tests (handgrip, long jump, shuttle run, trunk flexors, and extensors endurance) between normal weight and obese participants. BMI was positively correlated with handgrip (r = 0.442-0.462, p < 0.001). There was a negative association with long jump (r = -0.206, p < 0.001), 20 m shuttle run (r = -0.394, p < 0.001), trunk flexors (r = -0.403, p < 0.001) and trunk extensors endurance (r = -0.280, p < 0.001). The regression analysis showed that 20-30% of the overall variation for physical performance assessments could be accounted for by BMI, age, and sex. With the exception of the long jump and the endurance of the trunk extensors, BMI alone may explain more than 10% of the outcome of most tests. This study highlights the determinant of BMI on muscle and cardiorespiratory fitness. The management of obesity should begin early in childhood to prevent adult chronic cardiovascular and metabolic diseases.

Before-School Physical Activity Program's Impact on Social and Emotional Learning

BACKGROUND

Despite the positive impact of social and emotional learning (SEL) on the emotional well-being of children, literature on physical activity engagement and SEL among this population has been limited. Therefore, the purpose of this study was to examine whether school students' SEL would improve after participation in a before-school physical activity program.

METHODS

A total of 138 fourth and sixth grade students from 1 elementary school and 1 middle school participated in this study. Seventy-five students participated in the before-school physical activity program, while 63 students were in the control group. The physical education teachers implemented the program 3 days per week, for 3 weeks. The participants completed a 10-question adapted Devereux Student Strengths Assessment-Mini before and after the program. Repeated measures ANOVA was run to determine the effects of the program on SEL competence.

RESULTS

The fourth and sixth grade students who participated in the program reported a 7 and 10% improvement in pre- versus post-intervention SEL competence, respectively. Students in the control group reported no change in their SEL competence.

CONCLUSION

Considering the benefits of a before-school physical activity program on students' SEL, stakeholders should consider including more physical activity programming within school policies.

Psychometric properties of the Portuguese teacher-version of the Inventory of Callous-Unemotional Traits

Callous unemotional (CU) traits refer to specific deficits in affective experience and interpersonal style, characterized by absence of guilt, constrictive display of emotion and failure to show empathy, callous use of others for one's own gain. The Inventory of Callous-Unemotional Traits (ICU) was developed to measure CU traits in children and adolescents. The aim of this study was to analyze the factorial structure of the Portuguese version of teacher-report ICU for children in school age and examine psychometric properties such as internal consistency and convergent validity in a community sample. Thirty-six teachers provided behavioral ratings of 100 and 78 children of elementary school, 88 boys and 90 girls, aged between 6 and 10 years old. Confirmatory factor analyses provided further support to a 2-factor structure, comprising the following dimensions: callous and uncaring. This study showed that the ICU seems a reliable an accessible tool that can be used in the Portuguese educational context to evaluate CU traits with low time consumption.

Physical activity during recess in elementary schoolchildren in Belgium and Ecuador: The role of the physical environment at school

To increase physical activity levels in children, knowledge on how school playgrounds can be optimally designed is important. Until now, the contribution of playground variety and greening to children's physical activity level during recess remains unclear. This study examined the associations of school playground variety and greening with energy expenditure (EE) in elementary school children in Ecuador and Belgium. Additionally, moderating effects of study site and gender were studied. Observational data were collected using SOPLAY in ten schools in East Flanders (Belgium) and Cuenca (Ecuador). Data were analysed with linear mixed-effects model analyses. Results showed that independent of study site, EE was higher in playground areas with less green elements, and a higher level of total variety. Primary surface was only associated with EE in boys, they were more active when an artificial surface was present. Implementation of loose equipment was somewhat more strongly positively associated with EE in Ecuadorian than in Belgian children. Because of the well-known restorative effects of green elements, we do not wish to suggest that less greening should be implemented at schools. However, ideally green spaces should be designed in a way that active play is stimulated by combining green elements with other improvements.

COVID-19 Pandemic and Student Reading Achievement: Findings From a School Panel Study

Since 2020, the COVID-19 pandemic had an impact on education worldwide. There is increased discussion of possible negative effects on students’ learning outcomes and the need for targeted support. We examined fourth graders’ reading achievement based on a school panel study, representative on the student level, with N = 111 elementary schools in Germany (total: N = 4,290 students, age: 9–10 years). The students were tested with the Progress in International Reading Literacy Study instruments in 2016 and 2021. The analysis focused on (1) total average differences in reading achievement between 2016 and 2021, (2) average differences controlling for student composition, and (3) changes in achievement gaps between student subgroups (i.e., immigration background, socio-cultural capital, and gender). The methodological approach met international standards for the analysis of large-scale assessments (i.e., multiple multi-level imputation, plausible values, and clustered mixed-effect regression). The results showed a substantial decline in mean reading achievement. The decline corresponds to one-third of a year of learning, even after controlling for changes in student composition. We found no statistically significant changes of achievement gaps between student subgroups, despite numerical tendencies toward a widening of achievement gaps between students with and without immigration background. It is likely that this sharp achievement decline was related to the COVID-19 pandemic. The findings are discussed in terms of further research needs, practical implications for educating current student cohorts, and educational policy decisions regarding actions in crises such as the COVID-19 pandemic.

IoT in Elementary School for Everyone - A Research Plan

We propose a tentative research plan to increase students' mental health in elementary schools by implementing Internet of Things (IoT) technology. The research plan should answer how to support students' mental health using IoT solutions and the critical factors influencing testbeds for IoT solutions with the previously mentioned purpose. Our intended research method is Design Science, which we plan to use stepwise.

Children's School-Day Nutrient Intake in Ontario: A Cross-Sectional Observational Study Comparing Students' Packed Lunches from Two School Schedules

This study compared the caloric and nutrient values of packed lunch contents and consumption in the Balanced School Day (BSD) (two 20 min eating periods) versus the Traditional Schedule (TS) (one 20 min lunch). Foods consumed during school were assessed by direct food observation in 321 grade 3 and 4 students, aged 7−10 years, at 9 BSD and 10 TS elementary schools in Ontario. Packed lunch contents in the BSD were significantly higher than the TS in energy (3128.14 ± 1100.36 vs. 2658.98 ± 951.34 kJ, p < 0.001, respectively). Similarly, carbohydrates, total sugar, protein, fat, saturated fatty acids (SFA), calcium, iron, and sodium were significantly higher in the BSD versus TS packed lunches. Correspondingly, students in the BSD consumed significantly more energy, carbohydrates, total sugar, and SFA compared to the TS. Overall, lunches brought by students in the BSD schedule provided more energy across all macronutrients, with only a few micronutrients showing increased amounts, suggesting two 20 min eating opportunities could contribute to excess caloric intake during school, potentially contributing to the prevalence of childhood overweight and obesity in Canada. Furthermore, packed lunches in both schedules had excess amounts of nutrients of concern and much work is needed to ensure that children in Canada receive nutritious lunches at school.

A Better Cardiopulmonary Fitness Is Associated with Improved Concentration Level and Health-Related Quality of Life in Primary School Children

This study aimed to examine the physical fitness (PF) levels of primary school children and to determine the associations among PF, concentration, and health-related quality of life (HRQOL) in a subcohort. PF was assessed in 6533 healthy primary school-age children (aged 6−10 years, 3248 boys and 3285 girls) via standardized test batteries. Concentration was measured with the d2-R test, and KINDL questionnaires were used to determine HRQOL. Analysis of variance showed an increase in PF with age in all PF dimensions (all p < 0.001), except cardiopulmonary fitness (estimated VO2max) in girls (p = 0.129). Boys performed better in nearly all PF dimensions, except curl-ups, in all children aged ≥7 years (p < 0.05). Concentration levels increased in boys and girls aged 7−9 years (p < 0.001), whereas HRQOL did not (p = 0.179). The estimated VO2max had a strong impact on concentration (β = 0.16, p < 0.001) and HRQOL (β = 0.21, p < 0.001) in 9- to 10-year-olds. Cardiopulmonary fitness is important for improved concentration and better HRQOL in primary school-age children. However, longitudinal data are needed to provide further insight into the intraindividual relationships of PF and concentration over the course of child development and set up targeted prevention programs.

Reading Attitudes in Vietnam: Initial Study of the Early School Years

Whereas cognitive and linguistic factors for learning to read have been extensively studied, less is known about affective factors including children's attitudes toward reading. Studies primarily from English-speaking and Western countries show gradual declines in reading attitudes in elementary school (McKenna et al., 1995) and a positive association between reading attitudes and achievement (Petscher, 2010). Children from Asian and African countries are underrepresented in this literature; whether these patterns can be generalized across cultures needs further investigation. This longitudinal study examined the reading attitudes of 84 children in Vietnam from grades 1 to 2 and their relations to reading performance, as measured by translated and adapted versions of the Elementary Reading Attitude Survey and Early Grade Reading Assessment, respectively. This sample from Vietnam showed a small decline in reading attitudes over time, particularly in attitudes toward academic reading. However, children on average reported feeling happy about reading in both grades. Correlations revealed different patterns of association between reading attitudes and performance based on the reading measure employed, grade level, and type of reading in question (academic versus recreational). In grade 2, reading attitudes explained unique variance in reading comprehension even after text fluency and mother's education were considered. We present a margins plot to visualize the role of reading attitudes on reading comprehension. We discuss educational implications and future directions.

Use of Robotic Platforms as a Tool to Support STEM and Physical Education in Developed Countries: A Descriptive Analysis

The lack of interest of children at school is one of the biggest problems that Mexican education faces. Two important factors causing this lack of interest are the predominant methodology used in Mexican schools and the technology as a barrier for attention. The methodology that institutions have followed has become an issue because of its very traditional approach, with the professor giving all the theoretical material to the students while they listen and memorize the contents, and, if we add the issue of the growing access to technological devices for students, children carrying a phone are more likely to be distracted. This study aims to integrate technology through assistive robots as a beneficial tool for educators, in order to improve the attention span of students by making the learning process in multiple areas of the Mexican curriculum more dynamic, therefore obtaining better results. To prove this, four different approaches were implemented; three in elementary schools and one in higher education: the LEGO^® robotic kit and the NAO robot for STEM (science, technology, engineering, and mathematics) teaching, the NAO robot for physical education (PE), and the PhantomX Hexapod, respectively. Each of these technological approaches was applied by considering both control and experimental groups, in order to compare the data and provide conclusions. Finally, this study proves that the attention span is indeed improved as a result of implementing robotic platforms during the teaching process, allowing the children to become more motivated during their PE class and become more proactive and retain more information during their STEM classes.

Examining Elementary School Children's Knowledge about Food and Nutrition in Southwestern Ontario, Canada

Purpose: Knowledge is fundamental to helping children make nutritional choices that support lifelong healthy behaviours. This study (i) investigates elementary school children's knowledge about food and nutrition and (ii) identifies sociodemographic factors influencing children's reported knowledge.Methods: In 2017-2019, a survey was administered to 2443 students (grades 5-8) at 60 schools across southwestern Ontario, Canada, and a parent survey was used to validate self-reported sociodemographics. Multiple regression was used to analyse children's knowledge scores and related sociodemographic factors. A total knowledge score was calculated by summing correct responses derived from 46 individual questions in the student survey.Results: Mean total knowledge score was 29.2 out of a possible 46 points (63.5% correct). Students demonstrated some knowledge and awareness of strategies to encourage fruit and vegetable consumption, healthy food selection, nutrition, and food preparation skills, although knowledge of food guide recommendations and locally sourced produce were limited. Female sex, family income, and rurality were associated with higher knowledge scores.Conclusions: Results provide insight regarding strengths and gaps in elementary-school children's food and nutrition knowledge. Poor performance of students on specific food guide-related questions suggests that the general guidance of the 2019 Canada's Food Guide might be better understood by children and adolescents.

Recess and Overweight and Obesity in Children 5-11 Years of Age: 2013-2016 National Health and Nutrition Examination Survey

BACKGROUND

Recess has been shown to increase total daily energy expenditure, which may favorably impact body mass index by decreasing adiposity. This study examines associations between recess participation and adiposity.

METHODS

The study sample included male (N = 1434) and female (N = 1409) children 5 to 11 years of age participating in the 2013-2016 National Health and Nutrition Examination Survey. Overweight and obesity were defined using age- and sex-specific percentiles. Recess participation interview questions were answered via proxy response.

RESULTS

Compared to a referent group participating in recess 5 days/week for >30 minutes/day and independent of demographic and behavioral factors, analysis revealed significantly greater odds of obesity in females reporting no recess participation (odds ratio 1.80; 95% confidence interval, 1.03-3.15, p = .03). Furthermore, minority females were consistently found to possess greater odds of overweight and obesity independent of recess participation time. Only Mexican American boys were found to have greater odds of obesity independent of participation recess time.

CONCLUSIONS

In a large nationally representative sample of US children, reporting no recess was associated with significantly greater odds of obesity in females. Minority females were also more likely to be overweight and obese and Mexican American boys are more likely to be obese independent of recess participation time.

Surveillance of Acute SARS-CoV-2 Infections in Elementary Schools and Daycare Facilities in Bavaria, Germany (09/2020-03/2021)

INTRODUCTION

Here we report our results of a multi-center, open cohort study ("COVID-Kids-Bavaria") investigating the distribution of acute SARS-CoV-2 infections among children and staff in 99 daycare facilities and 48 elementary schools in Bavaria, Germany.

MATERIALS AND METHODS

Overall, 2,568 children (1,337 school children, 1,231 preschool children) and 1,288 adults (466 teachers, 822 daycare staff) consented to participate in the study and were randomly tested in three consecutive phases (September/October 2020, November/December 2020, March 2021). In total, 7,062 throat swabs were analyzed for SARS-CoV-2 by commercial RT-PCR kits.

RESULTS

In phase I, only one daycare worker tested positive. In phase II, SARS-CoV-2 was detected in three daycare workers, two preschool children, and seven school children. In phase III, no sample tested positive. This corresponds to a positive test rate of 0.05% in phase I, 0.4% in phase II and 0% in phase III. Correlation of a positive PCR test result with the local-7-day incidence values showed a strong association of a 7-day-incidence of more than 100/100,000 as compared to <100/100,000 (OR = 10.3 [1.5-438], p < 0.005). After phase III, antibody testing was offered to 713 study participants in elementary schools. A seroprevalence rate of 7.7% (students) and 4.5% (teachers) was determined.

DISCUSSION

During the initial waves of the SARS-CoV-2 pandemic, the risk of a positive SARS-CoV-2 result correlated positively with the local 7-day incidence. Hence, the occurrence of SARS-CoV-2 infections were reflected in schools and daycare facilities. An increased risk of SARS-CoV-2 transmission in the setting of daycare and elementary schooling was unlikely.