Aggression in primary schools: the predictive power of the school and home environment

In this study, we analyse the predictive power of home and school environment-related factors for determining pupils’ aggression. The multiple regression analyses are performed for fourth- and eighth-grade pupils based on the Trends in Mathematics and Science Study (TIMSS) 2007 (N = 8394) and TIMSS 2011 (N = 9415) databases for Slovenia. At the national level, the Lestvica agresivnosti aggression scale was administered in both TIMSS cycles. For home environment variables, we included those related to socio-economic status, pupils’ educational aspirations, parental activities with their children and pupils’ free time activities. The results show that the variables related to socio-economic status, spare time activities and parental activities are significant predictors. The results differ in both analysed data-sets. For school environment variables, we include those related to the school climate, pupils’ attitudes towards school and school subjects and pupils’ achievement in mathematics. We find that the variables related to school climate and students’ self-confidence are significant predictors. These results are stable in both years. The predictive power of the school characteristics model (including only the school environment variables) is larger (based on the proportion of explained variance) compared with the home characteristics model. The hierarchical linear model of data from 2007 to 2011 shows small differences in aggression between schools. The inclusion of two data cycles collected in two time- periods allows us to observe changes in aggression predictors over time. Practical implications are finally included.     

Lean mass as a total mediator of the influence of muscular fitness on bone health in schoolchildren: a mediation analysis

This report aims to analyse the independent association of lean mass and muscle fitness with bone mineral content (BMC) and bone mineral density (BMD), and to examine whether the relationship between muscle fitness and bone health is mediated by lean mass. Body composition (by dual energy X-ray absorptiometry (DXA)), muscle fitness, physical activity, age and height were measured in 132 schoolchildren (62 boys, aged 8–11 years). Analysis of covariance tested differences in bone-related variables by lean mass and muscle fitness, controlling for different sets of confounders. Linear regression models fitted for mediation analyses examined whether the association between muscle fitness and bone mass was mediated by lean mass. Children with good performance in handgrip and standing long jump had better and worse bone health, respectively. These differences disappeared after controlling for lean mass. Children with high lean mass had higher values in all bone-related variables. In addition, the relationship between muscle fitness and bone mass was fully mediated by lean mass. In conclusion, the relationship between upper-limbs muscle fitness and bone health seems to be dependent on lean mass but not on muscle fitness. Schoolchildren with high lean mass have more BMC and BMD in all regions. Lean mass mediates the association between muscle fitness and bone mass.     

Motor-Cognitive Stimulation of the Elderly

This article shows the cognitive and motor-perceptive effects of the application of a cognitive stimulating program through motor function on 234 elderly people. The assessment was carried out prior to and after the program. Significant improvements in the experimental group were observed (p ≤ .05) in six of the eight measurements. The control group achieved significant improvements (p ≤ .05) in two of the measurements and significant deterioration in motor memory.     

Quelques problemes psychopedagogiques des enfants d'exiles

Sans résumé     

Los aspectos socioculturales del área de lengua extranjera y el programa linguapax

La enseñanza de lenguas extranjeras está experimentando un «enriquecimiento curricular» muy positivo. De considerarse como un simple instrumento vehicular de conocimientos o comunicación, las lenguas extranjeras están pasando a conectarse con el gran problema social y cultural de conocer otros pueblos, de conocer el mundo. El objetivo-medio de la globalización (con ciencias sociales principalmente pero no sólo) se convierte así en uno de los puntos fuertes de la enseñanza de otras lenguas.