جستجوی مقالات مرتبط با کلیدواژه "elementary school students" در نشریات گروه "پزشکی"

Separation anxiety disorder (SAD) is one of the most common disorders among children's behavioral problems, which leads to disruption in academic performance, social adjustment, family life, and peer relationships. Cognitive-behavioral play therapy (CBPT) is one of the appropriate treatment methods for correcting children's behavioral problems. It is designed for children aged three to eight.

Considering the importance of controlling separation anxiety in primary school children, the main aim of this research was to assess the effectiveness of CBPT in reducing SAD in boys in the first grade of primary education.

A total of 30 primary school students with SAD were selected and then divided into the experimental group (15 students) and the control group (15 students) to conduct the present study. For the control group, no intervention was performed, but CBPT was done in ten sessions for the experimental group. The level of SAD was evaluated in both groups and then compared with each other before and after the intervention. In addition, the level of SAD in both groups was compared between the pre- and post-study stages to assess the effect of CBPT. The statistical analysis of the results was performed using SPSS software version 24 and using relevant tests at the significance level (α = 0.05).

The results showed that the average SAD score before the intervention was equal to 78.84 ± 1.26 for the control group and 78.66 ± 1.28 for the CBPT group. The statistical analysis revealed no significant distinction across these average levels (P = 0.975). After the intervention, the average SAD for the control and experimental groups was 77.50 ± 1.65 and 47.75±0.76, respectively, showing a significant difference between the two values (P < 0.001).

Based on the findings, CBPT can reduce SAD in primary school children. Therefore, psychologists and educational counselors of elementary school students can recommend using CBPT to treat some behavioral problems of elementary students.

This study aimed to determine the prevalence of central auditory processing disorder (CAPD) in elementary school students in Kerman, Iran, during 2018-2019.

This cross-sectional study was conducted on 1369 elementary school students in Kerman. These students were selected by cluster sampling from different areas of Kerman and then screened using the Buffalo Model Questionnaire (BMQ). Based on the data obtained from the questionnaire, normal children were excluded from the study. Then, children with suspected central auditory processing disorder (CAPD) underwent ear exams and were excluded from the study in case of abnormal results in the tympanic membrane examination (raptureeffusion). The remaining subjects underwent peripheral audiometry evaluation, and children with abnormal audiometry were excluded from the study. Finally, the remaining children with suspicious screening results, a normal examination, and normal audiometry underwent a specific test to detect Central auditory processing disorder. Data analysis was carried out using SPSS software.

One thousand three hundred sixty-nine primary school students with a mean age of 9.15 ±2.63 years enrolled in this study. 52%% of students were male. 8.03% of them had CAPD. A statistically significant relationship was found between the prevalence of CAPD and gender (P<0.001), place of residence (P<0.001), history of middle ear inflammation (P<0.001) and history of head injury.

The quality of life of these students with CAPD can be improved via timely recognition of CAPD and the provision of appropriate preventive and therapeutic facilities

Academic motivation is a fundamental aspect of learning that provides intensity and direction to a learner’s behavior. In recent years, the flipped classroom teaching method has gained popularity as a pedagogical approach that aims to enhance student learning outcomes and engagement. This study aimed to compare the efficacy of flipped Classroom Approach on elementary school students’ academic motivation and learning achievement.  An educational interventional study employing a pretest-posttest design was conducted with an intervention and a control group. The study enrolled sixty eligible students who were studying in two elementary schools from August to December 2021. They were randomly allocated to intervention (flipped classroom approach, n=30) and control (traditional method, n=30) groups. To measure academic motivation, we used the standardized questionnaire, the Harter Academic Motivation, which consists of 33 questions. Also, for measuring the learning achievement, we developed a 20-item multiple-choice questionnaire. Data were analyzed using IBM SPSS v 22.0. Multivariate analysis of covariance (MANCOVA) was performed. P-value<0.05 was considered as the significance level.  The mean learning achievement and academic motivation scores in the intervention groups increased more than that the control group significantly (P<0.001). In contrast, in the control group, no significant changes were observed (P>0.05). Additionally, the outcomes demonstrated a significant increase in academic motivation scores among the flipped classroom group, particularly in the areas of preference for challenging academic tasks, focus on students’ curiosity, tendency towards independent mastery, and preference for easy work subscales, compared to the control group (P<0.001). The study did not find significant improvements in other areas of extrinsic motivation, such as satisfaction with the instructor or achieving grades, and reliance on the teacher’s evaluation.  According to the results, flipped classroom approach can improve the students’ learning achievement and academic motivation regarding science.

We aimed to provide the baseline data of nursing intervention for promoting the health promotion and promotion of growth and development for elementary students.

By subjecting the 887 elementary students from 20 elementary schools located in the northern area of Gyeonggi-do Province, South Korea, data were gathered from April 10-May 30, 2017. The SPSS was used for analysis of data.

Some elements of emotional intelligence were found to differ depending on the gender and family type of lower-grade children, and depending on gender, sleep time, family type, and physical activity experience of higher-grade children. Some factors of stress were found to have differences according to sleeping time of the lower grades, and according to gender, sleeping time, family type, and whether they have experience in physical activity of higher-graders.

It is possible to improve emotional intelligence and solve the stress of elementary students. This study will be the baseline data on developing the Health Promotion Education Arbitration Program for elementary students.

Foodborne disease is one of the leading causes of early childhood death and childhood diarrhea worldwide. Providing food safety education is believed to be of necessity to prevent foodborne diseases among school-aged students; however, limited studies have addressed food safety education worldwide, particularly for elementary school students. Hence, we conducted this comprehensive review to examine the availability and impact of food safety education for elementary school students worldwide and identify areas that are still needed for future research.

Our inclusion criteria comprised all the studies on elementary school students (aged 5-12) and food safety components that have been published in English between 2010 and 2020, without geographic restriction. In this review project, we utilized nine major data sources, including PubMed, Science Direct, MEDLINE, and CINAHL.

Food safety guidelines and educational resources have been established worldwide; however, limited food safety education has been targeted to elementary school students, particularly in developing countries. There is a lack of additional findings concerning food safety behaviors among elementary school students, and insufficient food safety training for teachers.

There is an urgent need to provide effective food safety education to elementary school students, which specifically focuses on improving their behaviors. Furthermore, sufficient food safety training and professional development needs to be provided for school teachers.

Background :

The present study aimed to evaluate the effect of sleep pattern modification on reducing the math learning disorder in the sixth-grade elementary school students in the Kerman city, Iran.

This study was carried out using a semi-empirical, pre-, and post-survey method. A control group and sample population of 2,950, including all of the girl students studying in the sixth grade of the elementary school in the of Kerman in the 2019-2020 academic year, and 40 people with the highest score in the Sleep Disorder Scale for Children (SDSC), who were willing to cooperate with the researcher, were selected as samples and were randomly put into two groups of 20 individuals. The subjects participated in 45-minute sleep pattern modification sessions one day a week for six weeks, and the control group did not receive any council or treatment during this period. At the end of this period, both groups were evaluated using a post-survey approach. The tools used in this study include SDSC questionnaires and Keymath test. Multivariate Analysis of Covariance (MANCOVA), and Analysis of Covariance (ANCOVA) was used to analyze the theories.

The results of the study showed that sleep pattern modification has a significant effect on math learning, and the modification of sleep pattern effect coefficient on math learning was 0.974. The further results of the study showed that sleep pattern modification significantly affected learning basic concepts, mathematical operations, and applications of mathematics, and the effect of sleep pattern modification on learning basic concepts, mathematical operations, and applications of mathematics was 0.922, 0.904, and 0.935, respectively. 

Conclusion: 

According to the results, sleep pattern modification can reduce students’ math learning disorder; therefore, it is suggested to examine, and if needed, modify the sleep pattern of students with a math learning disorder.

Attention deficit hyperactivity disorder (ADHD) is the most prevalent neurodevelopmental disorder among children and adolescents. Given the importance of this disorder, the aim of this study was to investigate the prevalence of ADHD and the relevant factors among the elementary school students in Ardabil, Iran.
Using the stratified random cluster sampling method, this cross-sectional descriptive study was conducted on 2826 schoolchildren aged 6-11 in Ardabil, in the year 2011-2012. The necessary information was collected in the first step employing the ADHD questionnaire based on 18 Diagnostic and Statistical Manual of Mental Disorders-4th edition (DSM-IV) criteria filled out by parents and teachers. Then the students were interviewed by psychiatrists in the second step. SPSS was used to analyze the research findings.
The research results indicated that the life-time prevalence of ADHD was 9.8%. The most prevalent type of ADHD was the hyperactive-impulsive (6.8%). The results also indicated that the prevalence of ADHD was higher in boys than girls. One-third of affected children were premature at birth and 49.2% had attended kindergartens. The ADHD group was significantly different from the normal students in terms of the average discipline score and the overall grade at school.
There is a relatively high prevalence of ADHD in elementary school students; therefore, it is strongly recommended to identify and treat it appropriately in the years prior to school.

According to the increasing rate of intestinal parasitic infection in rural areas compared to urban areas, this study deals with the prevalence of intestinal parasitic infections in elementary school students in Silvana rural district.

350 students of both sexes were selected randomly. All samples were studied with routine parasitology methods, such as wet mount method and formalin – ether concentration. Microscopic examination of Enterobius vermicularis and Taenia saginata eggs carried out with 10 and 40 lenses.

The study showed that the total prevalence of intestinal parasitic infections is 52%,And prevalence of protozoan infections (50.57%) is more than helminthes infection (Oxyuris 24.9%, Ascaris 0.28%, Hymenolepis nana 1.14%).Relative frequencies of intestinal protozoan were as follows: Giardia lamblelia (37.57%), Entamoeaba coli (26.86%), Iodamoeba butchlii (8%), Blastocystis hominis (4.28%). The study showed a significant opposite correlation between mother’s education and prevalence of intestinal parasitic infections in subjects (P- value = 0.03).

The result of the present study indicated the high prevalence of protozoan infections and Oxyuriasis in this area. Other studies and present study indicate the world wide spread of intestinal parasitic infections.