Grade repetition

<p style="text-align:justify">It should be noted that learning outcomes are not students’ only achievement; attitude is also the main output in learning. This research explores students’ attitudes toward science learning based on gender and the grade level of schools in Aceh, Indonesia. The participants are 1,023 students from the sixth grade of primary schools and the eighth grade of secondary schools. The total sample includes 16 schools spread across the province. The data have been collected using TOSRA. By using the Likert scale, this questionnaire is useful for obtaining descriptions of the students’ attitudes and assigning scores for a certain group of participants. Based on gender, the results show females reflect more positive attitudes toward science than male students do. According to the grade level of the schools, the data reflect the equality of students’ attitudes toward science between primary and secondary schools. Nevertheless, when primary school students enter secondary school, the majority of students enjoy learning science less. This fact is meaningful feedback for science teachers. This result supports the scholars seeking ways to avoid the gender gap in learning activities. Pedagogical implications are also discussed.</p>

To assess the prevalence of negative body image and weight loss behaviour among children in primary and secondary school. Data were collected during the routine health assessment, in 10,767 children in the 6th grade (9-10 years) of primary school and the 2nd grade (13-14 years) of secondary school in Utrecht, a province in The Netherlands. Weight loss behaviour and body image were assessed during an interview and weight and height were measured. A total of 7.8% of the boys and 13.9% of the girls of primary school had a negative body image (P < 0.001); 2.9% of the boys and 6.9% girls found themselves too fat, while having a normal body weight (P < 0.001). Weight-loss behaviour is found in 3.7% of the boys and 7.0% of the girls (P < 0.001). At secondary school, 15.8% of the boys and 32.5% of the girls found themselves too fat (P < 0.001). A total of 8.6% of the boys and 27.5% of the girls found themselves too fat, while having a normal body weight (P < 0.001); 4.7% of the boys and 12.9% of the girls with a normal weight showed weight loss behaviour (P < 0.001). A negative body image and weight loss behaviour were already present in 9- to 10-year-old children and among children with a normal weight in The Netherlands. Among secondary school children (13-14 year), the prevalence of a negative body image and of weight loss behaviour was high, especially for girls. Diagnostic tools are needed for youth health-care workers to detect unnecessary weight loss behaviour.

COVID-19 Outbreaks Following Full Reopening of Primary and Secondary Schools in England: Retrospective, Cross-Sectional National Surveillance

BackgroundAlthough gambling disorder is traditionally considered an adult phenomenon, the behavior usually begins in childhood or adolescence.ObjectiveThe aim of this study was to explore the frequency of problem gambling among Swedish adolescents and the suspected associated factors.MethodsThis study was based on data collected through a public health survey distributed in 2016 to pupils in ninth grade of primary school and in second grade of secondary school in Sweden. Bayesian binomial regression models, with weakly informative priors, were used to examine whether the frequency of the associated factors differed between those with and without problem gambling.ResultsApproximately 11.7% (469/4002) of the boys in ninth grade of primary school and 13.9% (472/3407) of the boys in second grade of secondary school were classified as problem gamblers. For girls, the corresponding frequencies were 1.2% (48/4167) and 0.7% (27/3634), respectively. The overall response rate was 77% (9143/11,868) among ninth grade pupils and 73.4% (7949/10,832) among second grade pupils, resulting in a total of 17,092 responses. Problem gambling was associated with poor sleep and having tried smoking, alcohol, and other substances among both boys and girls in ninth grade of primary school and boys in second grade of secondary school. Problem gambling among girls in second grade of secondary school was associated with an increased prevalence of having tried smoking and other substances and an increased prevalence of poor sleep.ConclusionsUsing a large representative sample of Swedish adolescents, we found that problem gambling was robustly associated with a substantially increased prevalence of poor sleep and having tried smoking, alcohol, and other substances among both boys and girls in ninth grade of primary school as well as among boys in second grade of secondary school. Our study adds important information for policy makers pointing at vulnerable groups to be considered in their work to prevent problem gambling.

The aim of this study was to examine if specific skills that are developed during preschool years could predict the reading performance in the first and second grade of primary school. Two hundred and eighty-seven children participated in this longitudinal study. At the kindergarten level, phonological awareness (PA), rapid automatised naming, phonological short-term memory, auditory processing, motor skills and oral language were evaluated. Reading performance was evaluated in Grades 1 and 2 of the primary school. Results showed that not only total reading performance, but the accuracy and the fluency of reading as well, are predicted in the first grade of school by the PA and the phonological memory scores during kindergarten. Oral language plays the most important role in the prediction of text comprehension. Total reading performance and fluency of reading in the second grade were predicted by the PA and the phonological memory scores. In this grade, the PA, the phonological memory and the copy of shapes seem to be important for the accuracy of reading. Our results suggest that the utilisation of such early evidence through intervention programmes at the preschool age and during the first school years could contribute to the prevention of possible reading problems in school children.

Objective: To investigate the association between diet-exercise patterns and central obesity in primary and secondary school students in China. Methods: The data from the 2023 "Nutrition Improvement Program for Students Compulsory Educationin Rural Area" Nutritional Health Monitoring, which was conducted in 121 912 students aged 8-15 years in primary and secondary schools (grade 3-9) in 115 counties in China. Standardized procudures were used to measure students' fasting height, weight, and waist circumference in the morning. The information about dietary intake and physical activity levels of the students were collected by using questionnaires. Latent class analysis was conducted based on the selection of variables with strong associations to extract students' diet-exercise patterns. The associations between diet-exercise patterns and central obesity were examined with both binary logistic regression and generalized ordered logistic regression models. Results: The prevalence of central obesity was 16.6% in students with normal waist circumference and 17.2% in students with high waist circumference when defined by waist circumference, while 20.6% when defined by waist-to-height ratio (WHtR). Five distinct diet-exercise patterns were identified: low food intake & low activity, frequent beverage/fried food intakes & high activity, infrequent beverage/fried food intakes & high activity, frequent beverage/fried food intakes & low activity, and infrequent beverage/fried food intakes & low activity. After adjusting for confounding factors, both logistic regression models consistently showed that frequent beverage/fried food intakes & high activity pattern was positively associated with central obesity risk compared with infrequent beverage/fried food intakes & high activity pattern (OR=1.142, 95%CI: 1.095-1.192; OR=1.125, 95%CI: 1.075-1.177). The low food intake & low activity pattern was negatively associated with central obesity risk (OR=0.889, 95%CI: 0.849-0.931; OR=0.865, 95%CI: 0.824-0.909). Additionally, high meat intake and daily frequent food intake patterns were negatively associated with central obesity risk (both P<0.001). Conclusions: Regular food intake and high meat intake patterns showed negative associations with central obesity. The frequent beverage/fried food intakes & low activity patterns were positively associated with central obesity risk in primary and secondary school students in rural area in China. It is suggested to conduct interventions, such as nutritional health education, with emphasis on post-exercise dietary choice to reduce central obesity risk in this population.

Introduction. Attributing characteristics of living beings to inanimate objects and extending them to almost all the properties of life (reproduction, birth, development, and death) indicates a shift in the boundaries in children’s understanding of concepts and processes. It directly affects the relationship that a child establishes with life and the readiness to accept puppets in Serbian language classes and fairy tales as a literary genre closest to the process of students’ maturing. If we examine the fairy tale through the prism of puppets and puppet theater, we can expect that an innovative approach to educational practice will result in pushing the boundaries of play, as well as easing the transition process from play activities in preschool institutions to fairy tales in first-grade reading textbooks. Changes in the educational process inevitably lead to amendments to the Regulations on the Curriculum in order to align the instruction process with the cognitive and age-related abilities of first-grade primary school students. The extent to which the content of the Serbian language curriculum in the first grade of primary school has changed can be inferred from the example of Serbian original fairy tales. The purpose of the study. Identify opportunities to identify and improve overall student performance indicators using the example of an original fairy tale in primary school first grade. Materials and methods. Through a comparative analysis of the didactic-methodological model of first-grade primary school readers from publishing houses BIGZ školstvo, Eduka, Zavod za udžbenike i nastavna sredstva, Kreativni centar, and Nova škola, we will attempt to examine the changes in original fairy tales in contemporary conditions and verify their alignment with the Regulations on the Curriculum. We will identify and provide opportunities for enhancing general achievement of students in the areas of Speech, Reading Skills and Comprehension, and Literature at all levels. Results. Upon examination, we have related the prevalence and potential of puppet play, using the example of puppet theater designed in a way that transforms the faceless puppet into a teaching aid that serves as a mediator between the child and the fairy tale. The development of skills and competencies related to the social, emotional, and aesthetic aspects of first-grade primary school students is linked to children's development, acquisition of knowledge, and competencies at the level of the educational process, emphasizing the importance of opportunities for enhancing children's play through the example of fairy tales. Conclusions. Therefore, the contribution of this paper is reflected in the proposal to improve the position of Serbian original fairy tales in the first grade of primary school, identifying specific possibilities for enhancing general achievement of students through questions, assignments, and tasks that are part of the didactic-methodological model.

Self-efficacy has an important role to strengthen one's belief in completing assignment. This research focused on lack of self-efficacy in primary school students. The purpose of this research is to describe the potentials and urgency of self-efficacy seen from the perspective of students’ self-abilities and interests in the fifth grade of primary schools. The subjects of this research were 108 students and 14 teachers in primary schools in Seyegan Sub-district, Sleman, Yogyakarta, which implemented the 2013 Curriculum. The object of this research was response self-efficacy. Moreover, a descriptive quantitative approach was adopted as the research method. The instruments of this research were a questionnaire and an open interview guidelines Data collection technique used a non-test method using questionnaire and an open interview guidelines. The findings revealed that: [1] students in the fifth grade of primary schools had started to show self-efficacy; [2] students were able to value themselves; [3] self-efficacy could develop into potential characters. Self-efficacy of students was able to be developed starting from primary schools.

The aim of this research was to test whether students' school level (primary school or secondary school level) has a significantly moderating impact on relationships between students' perception of teachers' motivating styles (autonomy, structure and involvement support) and students' academic motivation (intrinsic, extrinsic, introjected motivation and amotivation) in the context of science-mathematics and socio-linguistics subjects. The sample was comprised of 494 students (females = 57.9%) divided into two school levels: 1) students in the final grades of primary school (53.8%); and 2) students in the first two grades of secondary school (46.2%). The results of the moderation analyses indicated that school level did not have a significant moderate influence on the tested relations in the context of socio-linguistic subjects, while it did in the context of science-mathematics subjects. The results of the simple slope tests indicated that the perceived structure support had a positive effect on the realization of intrinsic motivation, especially in the younger respondents, and that both perceived autonomy support and structure support displayed a negative association with amotivation in both age groups of students in the context of the science-mathematics subjects, but that these effects were stronger in the younger respondents. The results offer new insights into how teachers' motivational styles may influence different aspects of students' motivation to learn science-mathematics and socio-linguistics subjects in students at different school levels.

This paper evaluates the role that an after-school may play in the educational outcomes of children living in poor suburbs. Previous evaluations have focused on average effects, with mixed findings. A possible explanation of these inconclusive findings is that after-school programmes may have heterogeneous effects. Our hypothesis is that the impact of after-school programmes depends on parent type. Exploiting the existence of oversubscription for an after-school placed in the poorest region of a developing country, we design a randomized trial to assess the effects on academic achievement, behaviour, and grade retention at 1st grade in primary school. Employing an intention-to-treat approach, we find that the after-school programme under analysis is effective in raising children's school achievement for those with a committed parent type. These results may be crucial for the designing of policy since increasing time in safe, supervised settings is not enough: The after-school programme demands parents' involvement.

Stunting is associated with adverse outcomes in adulthood. This article specifically aims to analyse the relationship between childhood stunting and education as well as cognitive outcomes for adults in Indonesia. Pooled data from wave one (1) and two (2) of the Indonesia Family Life Survey (IFLS) in 1993 and 1997 identified a sub-sample of 4,379 children aged 0-5 by their height-for-age (HAZ) to be compared for their differences in educational outcomes and cognitive abilities in 2014. HAZ was used to proxy relative height to determine stunting status based on 2006 WHO child's growth standards. Education and cognitive abilities outcomes include years of schooling, age of school entry, grade repetition, and scores for cognitive and math tests. The study employs estimation models of pooled regressions and instrumental variable (IV) to address problems of endogeneity and bias from omitted variables. Stunting and relatively small stature had significant associations with cognitive development, and they worked as intermediaries to cognitive developmental barriers as manifested in reduced educational outcomes. A lack of one SD in HAZ was associated with 0.6 years shortened length of the school, 3% higher chances of dropouts from secondary school, and 0.10-0.23 SD lowered cognitive and numerical scores. Similarly, stunting is associated with decrease cognitive test scores by 0.56-0.8 SD compared to non-stunting, two years less schooling, and 0.4 years of delayed entry to school. As for cognitive abilities, stunting is associated with lower cognitive and numerical abilities by 0.38-0.82 z-scores. Growth retardation during childhood in Indonesia was associated with lower cognitive abilities, particularly during school age, and this correlation faded as individuals grew up. Subsequently, growth retardation is significantly linked to lower educational outcomes. Impaired growth has implications for reduced lifetime earnings potential mediated by diminished cognitive capacity and lower educational attainment. The finding suggests that development in Indonesia during recent decades has not provided an adequate environment to enable children to achieve their potential educational outcomes.

In February 2013, the General Office of the State Council issued the "Outline of National Tourism and Leisure (2013-2020)", which proposed the concept of "gradually promoting research travel in primary and secondary schools". Subsequently, guidance on research travel in primary and secondary schools was issued in July 2014, August 2014, December 2016, and September 2017. Conducting research travel courses in the upper grades of primary school is beneficial for improving students' comprehensive practical abilities, cultivating their independent and autonomous abilities, and thus improving their overall quality. However, there are still many problems in implementing research travel courses in the upper grades of primary school. One of the most worrying and important issues for parents is the safety of students. This article proposes some solutions to the safety issues.

This study aims to examine the relationship between school counselors' perceived organizational support, job satisfaction, and resilience levels in terms of various variables. The sample of the study, which was conducted with a correlational survey model, consists of 500 psychological counselors, 164 males and 336 females, working at primary school, secondary school, and high school grades of public and private schools. The perceived Organizational Support Scale, Job Satisfaction Scale, and Resilience Scale were applied to the sample group within the scope of the study. The data obtained from the measurement tools were analyzed using SPSS 20.0 and AMOS 21.0 programs. Confirmatory Factor Analysis (CFA) was used to determine the validity of the data obtained from the measurement tools in the sample group. Cronbach Alpha was calculated to determine the reliability of the data obtained from the measurement tools in the sample group. Pearson Correlation analysis was conducted to determine whether there is a significant relationship between perceived organizational support, job satisfaction, and resilience; Simple Linear Regression analysis was conducted to determine the effect of perceived organizational support level on job satisfaction and resilience level; and One-Way Manova analysis was conducted to determine whether perceived organizational support, job satisfaction, and resilience levels differed according to gender, tenure, school-type, and school-grade. As a result, a significant relationship was found between perceived organizational support, job satisfaction, and resilience, and it was found that perceived organizational support significantly predicted job satisfaction and resilience. In addition, it was observed that perceived organizational support, job satisfaction, and resilience levels of psychological counselors didn't differ significantly according to gender and school type. Besides, it was observed that perceived organizational support levels of psychological counselors differed significantly according to tenure and school grade. In the last part, the findings were discussed, considering the relevant literature.

At present, even if the education on hard-working spirit has been emphasized increasingly as an important part of practical education in China’s education policy, the reality is still far from satisfactory, because many parents do not provide their children with sufficient opportunities to do housework. Previous studies have indicated that the empirical analysis remains to be improved in terms of the relationship between housework and the development of primary and junior high school students. Based on data from the 2020 Monitoring of Students' Academic Quality in Basic Education in Jiangsu Province Study, this study investigates the influence of primary and secondary school students’ participation in housework on academic performance by using OLS regression and Coarsened Exact Matching (CEM). The results show that the current proportion of primary and junior high school students involved in housework is not high; however, participating in housework frequently will positively affect the academic performance of primary and junior high school students. Participation in housework in primary school has a greater positive impact on academic performance than that in junior high school. In addition, since excessive academic burden is the main factor hindering primary and junior high school students from being involved in housework, it is necessary to strengthen the publicity of education on hard-working spirit to help people know its importance. Also, we suggest the burden on schoolwork should be reduced to in order to promote more diversified housework related educational opportunities for students.

This study extends an eight-country mapping exercise (McPherson &amp; O’Neill, 2010; see Research Studies in Music Education issues 2010–2011) to include students’ motivation to study music within the Australian context. It sought to determine whether music learners (students learning an instrument or voice), might be more motivated to study academic subjects at school, and whether gender and socio-economic status (SES) affected student motivation to learn music at school. A total of 2,727 students from grades 5 to 12 completed a questionnaire based on Eccles and Wigfield’s expectancy-value framework. Data collected included: ratings of competence beliefs, interest, importance, usefulness and difficulty for music, English, maths, and science; indications of whether the students were currently learning a musical instrument or voice (music learners); and whether they would like to if given the opportunity. There was an overall significant decline in competence beliefs, interest, importance, and usefulness across the school years, in contrast with increased task difficulty ratings across the school years. Music learners reported significantly higher competence beliefs, interest, importance, usefulness, and less task difficulty than non-music learners. This advantage applied across all school grades for music, competence beliefs for English in upper primary and lower secondary school grades, and for maths in lower secondary grades. Although females reported music as more important and useful than males, their competence beliefs and task difficulty ratings were equivalent. Music was considered slightly less interesting for females than for males. The value of music as a subject declined significantly for upper SES students from upper primary to lower secondary schools. The greatest number of participants (40.8%) who expressed a desire to learn a musical instrument came from the lower SES category in upper primary school. This is an important result in the Australian context, indicating that this may be a positive time to recruit learners. This study provides new information regarding the relationship between motivation and desire to learn a musical instrument across school grades, gender, and socio-economic factors.