primary school students
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The current study aimed to examine the correlation type between attention deficit hyperactivity disorders among primary school students of both genders in Riyadh, Saudi Arabia. It also sought to make comparisons between the male and female primary school students regarding attention deficit hyperactivity disorder and aggressive behavior. Further, the present study examined ADHD in children and its relationship to a number of other potentially related variables. The sample of the study consisted of 200 primary school students of both genders whose ages ranged between 9 to 13 years. To achieve the objectives of the study, it relied on the descriptive (correlative/comparative) method, especially the Pearson correlation coefficient and the T-test. The findings of the study show that there were more male children with attention deficit hyperactivity disorder (ADHD) and aggressive behavior than female students. The results of the study confirm the results of other studies. The study recommends that there is a need for early detection of children with developmental and emotional disorders (like children with ADHD). The results of the present study are also consistent with the findings of previous studies that indicated that attention disorder associated with hyperactivity is positively associated with aggressive behavior in children of both sexes. It also proposes to prepare and arrange guidance programs for them and their parents and strive towards achieving optimal treatment of such children in the school environment.

Intercultural sensitivity and personality traits constitute eminent and inseparable elements associated with EFL learning. Nevertheless, to the best of the writers’ knowledge, limited investigations in an Indonesian EFL primary school level concerning these two variables were found; therefore, the present study was intended to scrutinize the Indonesian EFL primary school students’ intercultural sensitivity and personality traits. 96 students from the fourth, fifth, and sixth grades of one primary school in Bandung were involved. An embedded design of a mixed-method was employed. The data were garnered using 4-Likert scale questionnaires gauging the students’ intercultural sensitivity and their personality traits focusing on extroversion, followed by some open-ended questions. The findings revealed that students’ intercultural sensitivity was considered good (the mean of 80.06 and standard deviation of 8.50), and most students tended to be extroverted (the mean of 72.62 and the standard deviation of 9.89). The students’ intercultural sensitivity was found to be significantly related to their extroversion at a 99% level of confidence (.000 .01). Finally, the findings along with the previous studies explicating the intercultural sensitivity and personality traits advocate some pedagogical implications for facilitating students’ English learning. 

The educational process in a modern primary school involves a change in the position of the student: from the object of study they become active subjects of educational activities, which requires the activation of their self-organization. At the same time, the essence and purpose of education is not in the scholastic increase of information, but in the information support of the constant development of an individual. This problem is especially relevant in the context of distance learning in the New Ukrainian School (NUS), so increasingly popular are learning technologies aimed at enhancing the educational and cognitive activities of students and forming their readiness for independent work. Life in modern society requires that an individual develops the qualities of autonomy and organization: independence, initiative, ability to think creatively, etc. These qualities are considered as components of a single process of self-organization of an individual. Synergetic can be interpreted as a methodological basis for educational, prognostic, organizational and didactic-managerial educational activities. We characterize synergetic as an opportunity to solve problems of education in accordance with modern challenges. Despite numerous studies, the problem of implementing a synergetic approach in the formation of skills of self-organization of educational activities of primary school students remains open. The article describes the synergetic approach as a methodological basis of the theory of self-organization of educational activities of junior schoolchildren. The research of scientists in the field of synergetic, namely the transformation of its ideas in pedagogy as a basic idea of the theory of self-organization of educational activities of primary school students, analyzes the key ideas and positions of synergetic through the prism of interpretation of the educational process. The explication of the problem is carried out in the context of the analysis of the pedagogical system of primary school. The study presents the features of the synergetic approach in the first grade school. The essence of the synergetic approach as an interdisciplinary direction of cognition is considered. It is established that the synergetic approach allows to form self-organization of educational activity. It has been studied that the educational process in primary school can also be considered an open system, as it carries out a continuous process of exchange of information (knowledge) between teacher and students (feedback), and constantly changing the content of education according to society as a whole. The content of educational and cognitive activities during the formation of skills of self-organization of primary school students from the point of view of synergetic approach is revealed. The main regularities of the process of teaching junior schoolchildren as an open and complex system and a complex of multicomponent, interdisciplinary and multilevel knowledge are outlined, providing an opportunity to identify the main areas of synergetic ideas in the educational process. It is concluded that the implementation of a synergetic approach to the management and organization of the educational process of primary school will significantly increase its efficiency, make the educational process more flexible and universal.

Road accidents among children are one of the factors that cause mortality. An interactive manual has been developed to solve the problem. However, reports show that most road safety programs are displayed conventionally and unsuitable for almost all target users. In order to minimise the negative effect of road accidents on primary school students, early prevention programs need to be set up to overcome the problem. The natural user interface is a current technology that could be implemented in road safety education. Thus, this research aims to develop a conceptual framework by integrating gesture-based interaction and serious games towards road safety education, which will hopefully meet the road safety syllabus to tackle primary school students. All the proposed conceptual framework elements are identified through a systematic literature review and existing theories and model analysis supported by the experts’ review. This research’s main finding will be a conceptual framework of user engagement in road safety education through serious games with a gesture-based interaction technology approach. This conceptual framework would be a reference for road safety designers or developers to build an application for road safety by considering user engagement through gesture-based interaction, learning theory, and serious games at the same time.