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Adherence to the Singapore integrated 24h activity guidelines for pre-primary school children before, during and after the COVID-19 lockdown in Singapore
No full textThe open access publication is available at https://doi.org/10.3390/sports13020032The COVID-19 pandemic has significantly disrupted the lives of pre-primary school children in Singapore where increased infection rates prompted lockdown measures that altered children’s daily routines. This study aimed to evaluate the impact of the pandemic on the lifestyle behaviours and health quality of 3134 children aged 5 to 6 years across three periods: pre-COVID, COVID-19 lockdown, and COVID-19 endemicity. Data were collected using the Surveillance of Digital Media Habits in Early Childhood Questionnaire (SMALLQ®) to measure on- and off-screen media habits of children and the Pediatric Quality of Life Inventory (PaedQL) to assess children’s health quality. Adherence to physical activity (PA) guidelines dropped from 32.7% pre-COVID to 27.4% during lockdown but improved to 34.4% in endemicity (p < 0.05). Sleep (SL) adherence followed a similar pattern, decreasing from 33.4% to 27.9% before rising to 40.6% (p < 0.05). Screen time (ST) adherence significantly declined during lockdown (16.7% to 10.8%, p < 0.001). Weak positive correlations with all PaedQL metrics were observed across periods, except during endemicity (p < 0.05). Concerted efforts involving key stakeholders must be made to mitigate the negative effects of the pandemic on children’s lifestyle behaviours and QoL, ensuring they are better prepared for the transition to primary school.OER 29/19 MCY
Creating a motivating school
No full textThis brief was based on OER 12/19 LWC: Creating a Motivating School
Work-integrated learning for applied science teachers in Singapore
No full textWork-integrated learning (WIL) is essential for applied science teachers of Design and Technology (D&T) and Food and Consumer Education (FCE) in Singapore to keep updated with pedagogical and societal changes and stay in tune with changes in education policies. WIL can enable educators to stay current with industry practices, improve student outcomes, and integrate innovative teaching methods. This chapter used Critical Discourse Analysis (CDA) to analyze the policy documents that govern professional development (PD) for applied science educators. CDA allowed examining the motivations and barriers that influence teachers’ participation in PD and highlighted the constraints to carrying out their WIL. We found that Singapore’s centralized-decentralized education system offers three types of WIL opportunities: mandatory WIL to align teaching to current education initiatives; bounded compulsory WIL for general PD; and self-actualization WIL for pursuing personal growth. Despite these opportunities, D&T/FCE teachers face unique challenges when engaging in WIL due to the structure of their teaching subjects, such as time constraints, limited access to avenues for PD, and financial barriers. This chapter will be a valuable resource for educators, policymakers, and leaders seeking to foster a culture of continuous learning in applied learning fields
Not all delay is procrastination: Analyzing subpatterns of academic delayers in online learning
No full textIn prior literature on using clickstream data to capture student behavior in virtual learning environments, procrastination is typically measured by the extent to which students delay their coursework. However, students may delay coursework under personal and environmental contexts and not all delays should be considered procrastination. Thus, this study aims to identify different types of delayers and examine how they differ in academic engagement and performance. We utilized learning management system (LMS) data from three online undergraduate courses. Specifically, using data from the first three weeks of the course, we classified delayers into three subgroups – high-achieving, low-achieving, and sporadic delayers – based on the timing of their coursework access and submission, the consistency of these behaviors, and their short-term course performance. Our findings reveal that the subgroups significantly differ in course engagement and long-term performance. Low-achieving delayers exhibited the lowest levels of engagement and performance. While sporadic delayers and high-achieving delayers demonstrated comparable levels of engagement, the latter received higher course grades. These findings challenge commonly used LMS measures for procrastination, highlight the complexity of academic delays, and reveal nuanced patterns of student behavior. The results contribute to discussions on future interventions and research related to distinct forms of delays.Published versio
From emotion to action: Investigating the role of affective rhetorical moves in peer feedback implementation in university classrooms
No full textPeer feedback is often used to support peer learning, but implementing feedback has been challenging for students. However, the complexity of affective features within one feedback and their impact on peer feedback implementation remain underexplored. From the perspective of the rhetorical structure theory (RST), this study aims to investigate the affective rhetorical moves of peer feedback and its role in feedback implementation. A total of 69 fourth-year undergraduates from Singapore participated in computer-supported peer feedback activities. The sequence mining technique was used to examine the affective rhetorical moves of implemented versus unimplemented peer feedback. Neutral state was found more in implemented peer feedback while unimplemented feedback contained continuously positive emotions. Semi-structured interview further reveals how students understood the different affective rhetorical moves and made their implementation decisions. This study highlights the importance of strategic construction of feedback with various affective rhetorical moves, providing insights for instruction and designs of peer feedback activities.Accepted versio
Secure base script knowledge and friendship quality as protective factors for bullying and victimization in elementary school
No full textThis study examined how children’s secure base script knowledge and friendship quality were related to bullying and victimization experiences and their emotional, academic, and behavioral adjustment. Participants were 581 children (49.6% males) aged 9 to 13 years old and one of their main caregivers (74% mothers, 23.6% fathers, 2.4% legal guardians) recruited through cluster sampling in Singapore. Most of the children were ethnic Chinese (58.2%), along with Malays, Indians, and Others (e.g. Eurasians). Children’s secure base script knowledge was related to less bullying and victimization, which in turn was related to greater positive emotional state, better academic achievement, less aggression, and fewer social problems. Friendship quality did not add unique variance, highlighting the central protective role of attachment representation in the context of school bullying. The findings provide support for the security-competence link in an Asian context, and point to the importance of enhancing children’s familial experiences as part of preventive efforts in combating school bullying.Accepted versio
Student mobility to China: An overview
No full textThis chapter provides an overview of international student mobility (ISM) to China. While China is widely recognised as the world's largest sender of international students, its role as a major host country has garnered increasing research attention in recent years. Since the beginning of the twenty-first century, the number of international students in China has grown robustly, reaching nearly half a million in 2018. However, the COVID-19 global pandemic abruptly halted this sustained growth, leading to a significant reduction in inbound student mobility in the post-pandemic years. Set against such a background, this chapter first outlines the historical and statistical developments of ISM to China. It then presents relevant policies, as well as salient patterns and trends regarding China's international student recruitment. Finally, a critical thematic analysis of extant literature on international students in China is offered, highlighting key insights, research gaps, and future research directions
Bilingual effects on cognitive control: Are we looking in the right place?
No full textThe open access publication is available at https://doi.org/10.1017/s1366728925100576Whether bilingualism confers non-linguistic cognitive advantages continues to generate both interest and debate in the psychological sciences. In response to mixed reports and methodological critiques, researchers have embraced more rigorous practices when investigating bilingual effects, including those in the domain of cognitive control. Despite considerable advances, one significant issue persists: the assumption that task performance remains stable over time. To address this, the present study investigated the relationship between bilingual language experience and Simon task performance modeled as a continuous function of time. In a sample of Mandarin-English bilingual young adults, we identified distinct patterns of results across both conventional and time-sensitive performance trajectory measures with each supporting a different relationship between language experience and cognitive control. Results suggest that reliance on conventional performance measures may be partially responsible for mixed results, necessitating reevaluation of how bilingual effects on cognitive control manifest and which analysis methods best support their identification