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To Disclose or Not? Children's Tendency to Disclose Peer Victimisation in Elementary School
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van der Ploeg, Rozemarijn; Stoltz, Sabine E. M. J.; van den Berg, Yvonne H. M.; Cillessen, Antonius H. N.; de Castro, Bram O. – Educational Psychology, 2022
This study aimed to shed light on the prevalence of chronic peer victimisation among Dutch elementary school children and factors associated with (non-)disclosure of such experiences by victims. 5,961 students from 73 schools participated (51.5% male; M[subscript age] = 9.96; 77.7% native Dutch). Results showed that 12.3% of all children were…
Descriptors: Self Disclosure (Individuals), Peer Relationship, Elementary School Students, Gender Differences
The Role of Home Literacy Environment, Mentalizing, Expressive Verbal Ability, and Print Exposure in Third and Fourth Graders' Reading Comprehension
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Boerma, Inouk E.; Mol, Suzanne E.; Jolles, Jelle – Scientific Studies of Reading, 2017
Children with a rich home literacy environment generally show better reading comprehension. For children in the higher grades of primary school, this relation is thought to be indirect. We propose a model in which this relation ran via children's higher order language and cognitive skills (i.e., expressive verbal ability and mentalizing ability)…
Descriptors: Family Literacy, Family Environment, Expressive Language, Verbal Ability
Does Classroom Composition Make a Difference: Effects on Developments in Motivation, Sense of Classroom Belonging, and Achievement in Upper Primary School
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Hornstra, Lisette; van der Veen, Ineke; Peetsma, Thea; Volman, Monique – School Effectiveness and School Improvement, 2015
The present study investigated the effects of socioeconomic and ethnic classroom composition on developments in students' motivation, sense of classroom belonging, and achievement. A sample of 722 primary school students completed questionnaires from 3rd to 6th grade. Latent growth curve analyses revealed that the reading comprehension scores of…
Descriptors: Elementary School Teachers, Classroom Environment, Student Diversity, Socioeconomic Status
Competence, Problem Behavior, and the Effects of Having No Friends, Aggressive Friends, or Nonaggressive Friends: A Four-Year Longitudinal Study
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Palmen, Hanneke; Vermande, Marjolijn M.; Dekovic, Maja; van Aken, Marcel A. G. – Merrill-Palmer Quarterly: Journal of Developmental Psychology, 2011
This study examined the longitudinal relations between competence (academic achievement and social preference) and problem behavior (loneliness and aggression) in 741 elementary school boys and girls in the Netherlands (Grades 1-5). Also, we examined the moderation effects of having no friends, aggressive friends, or nonaggressive friends on the…
Descriptors: Behavior Problems, Adjustment (to Environment), Foreign Countries, Grade 1
Classroom Time and Achievement in Mixed Age Classes.
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Veenman, Simon; And Others – Educational Studies, 1987
Investigated how students and teachers in mixed-age classes spent their learning time during reading, language arts, and mathematics. No significant differences between single- and multi-aged classes was found. Concludes that teachers found working in mixed-age classes very difficult, with most working as if they were teaching two different…
Descriptors: Academic Achievement, Classroom Environment, Classroom Research, Classroom Techniques