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  1. Are physical activity and academic performance compatible? Academic achievement, conduct, physical activity and self‐esteem of Hong Kong Chinese primary school children.C. C. W. Yu, Scarlet Chan, Frances Cheng, R. Y. T. Sung & Kit‐Tai Hau - 2006 - Educational Studies 32 (4):331-341.
    Education is so strongly emphasized in the Chinese culture that academic success is widely regarded as the only indicator of success, while too much physical activity is often discouraged because it drains energy and affects academic concentration. This study investigated the relations among academic achievement, self?esteem, school conduct and physical activity level. The participants were 333 Chinese pre?adolescents (aged 8?12) in Hong Kong. Examination results and conduct grades were obtained from the school records. Global self?esteem was measured with the Physical (...)
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  • Grade-Level Differences in Teacher Feedback and Students’ Self-Regulated Learning.Wenjuan Guo - 2020 - Frontiers in Psychology 11.
    This study investigated grade level differences in teacher feedback, students’ self-regulated learning (SRL), and their relationship. Secondary students participated (N = 1,260; 430 tenth-, 460 eleventh-, and 370 twelfth-graders). Latent factor mean difference analyses suggested that teacher feedback and students’ SRL level varied across grades. Comparatively, tenth-grade teachers were perceived to provide verification feedback, scaffolding feedback, and praise most frequently; twelfth-grade teachers were perceived to provide directive feedback and criticism most frequently; and eleventh-grade teachers were perceived to provide all types (...)
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