UNASSIGNED: Recent studies have emphasized the intricate connection between exercise and cognition, focusing on specific cognitive processes and their correlations with specific motor skills. However, research on the impact of the qualitative aspects of movement on both short- and long-term cognitive performance is limited. In this quasi-experimental study, we investigate the impact of a 10-week fancy rope-skipping intervention on motor coordination and selective attention of 7-9-year-old children.
UNASSIGNED: A total of 60 primary school students from Changbin School in Haikou participated and completed the study from October to December 2022. The 60 participants were divided into a fancy rope-skipping group and a control group. Children\'s motor coordination was assessed using the Körperkoordinations Test für Kinder (KTK), while selective attention was evaluated using the d2 Test of Attention. Children were assessed at baseline and after the 10-week intervention.
UNASSIGNED: Compared with the control group, the scores for the total KTK and for the hopping for height, jumping sideways, and moving sideways sub-items were significantly higher in the rope-skipping group after the intervention, with a significant interaction effect between time and intervention. Attention concentration improved in the rope-skipping group and had a significant interaction effect between time and intervention compared with the control group; the effects of the intervention on other aspects of selective attention were unclear.
UNASSIGNED: Our study suggests that a 10-week fancy rope-skipping intervention may potentially enhance motor coordination and selective attention accuracy in children aged 7-9 years.

With a three-wave longitudinal design, the current study examined the impact of family socioeconomic status (SES) on parental involvement and student engagement in promoting children\'s academic achievement during the coronavirus disease 2019 (COVID-19) pandemic. We recruited data from 246 mother-primary school student dyads, and the mean age of children at Wave 1 was 10.57 ± 0.97 years (range = 9-13 years). The academic achievement of these children was measured both before and after school closures. Family SES, parental involvement, and student engagement were assessed during the school closures. The results indicated that family SES could predict children\'s later academic achievement after accounting for their prior academic achievement and other demographics (i.e., the significant total effect in the model). Moreover, parental involvement and student engagement played chain-mediating roles in the effect of family SES on children\'s later academic achievement. Neither parent involvement nor student involvement alone mediated the relationships between family SES and subsequent academic achievement. Suggestions are provided to minimize the negative impact of low family SES on children\'s academic achievement during pandemics.

This study aimed to investigate the relationship between parental autonomy support and children\'s self-concept, and to explore the role of basic psychological needs in Chinese primary schools from the perspective of self-determination theory. A total of 3109 children aged 6-13 years participated in eastern China. The results indicated a significant correlation between parental autonomy support, basic psychological needs, and children\'s self-concept. Basic psychological needs play a partial mediating role between parental autonomy support and children\'s self-concept. Specifically, autonomy support varied by need types whereas parental control steadily played a negative predictive role. Parental autonomy support and control predicted children\'s self-concept differently through three basic psychological needs, with differences across gender and grades. Boys and elder children had stronger relationships to competence needs, while girls were sensitive to autonomy needs; in addition, both of them were sensitive to relatedness needs. The mediating effects model and cross-group analyses revealed the complex predictive role of parental autonomy support on children\'s self-concept in China, providing an effective entry point for cross-cultural research and family education to improve children\'s psychological well-being.

The prevalence of mathematical difficulties (MD) among primary school children in China and its related factors remain unclear. To provide a suitable foundation for formulating appropriate screening and intervention strategies, this study aimed to estimate the prevalence of MD and its possible factors among primary school children in China. Articles were identified from seven databases and included if they reported on the prevalence of MD among primary school children in China. A total of 30,881 articles were retrieved, 975 of which were subjected to full evaluation. In total, 54 studies involving 34,815 participants (mean age 9.86 ± 3.13 years) were included. Analyses were conducted using the Meta and Metafor packages in the statistical software environment R. We used meta-regression and subgroup analyses by variable type to evaluate the potential prevalence factors. The pooled prevalence of MD among primary school children in China was 8.97%, whereas the prevalence rates of MD in lower, middle, and upper primary schools were 11.57%, 10.07%, and 4.76%, respectively. The results showed that the prevalence of MD among primary school children in China was significantly related to grade level and the cut-off points selected for screening MD and that the prevalence of MD in middle primary school was higher in girls than in boys. The prevalence of MD in primary schools in China was slightly higher than that in countries such as the United Kingdom and the United States. The prevalence of MD was higher in the lower and middle grades of primary school. The grade level and cut-off points selected during MD screening were closely related to the prevalence of MD. More attention should be paid to girls with MD in middle primary school.
https://www.crd.york.ac.uk/prospero/display_record.php?ID=CRD42023410311, identifier: CRD42023410311.

BACKGROUND: Both teacher support and math attitudes have been identified as associated with math anxiety in primary school children. However, little is known about how they are interrelated longitudinally.
OBJECTIVE: The study was designed to examine the associations among perceived teacher support, math attitudes, and math anxiety in Chinese primary school students.
METHODS: The sample included 1802 students (56.16% boys) initially in the third and fourth grades in two public schools in China.
METHODS: A three-year cross-lagged panel design was conducted to examine the associations among perceived teacher support, math attitudes, and math anxiety. Moreover, a multigroup analysis was used to examine whether the associations varied by gender.
RESULTS: There were reciprocal associations over time between math attitudes and math anxiety. Meanwhile, both math attitudes and math anxiety significantly predicted perceived teacher support one year later, but not vice versa. Further, the association between T1 math anxiety and T3 perceived teacher support was mediated by T2 math attitudes; the association between T1 math attitudes and T3 perceived teacher support, on the other hand, was mediated by T2 math anxiety. Moreover, there were no significant gender differences in these associations.
CONCLUSIONS: Math anxiety and math attitudes objectively affected each other, and both of them significantly predicted later perceived teacher support, but not vice versa. This study demonstrates that children are not merely passive recipients of environmental influences and offers theoretical guidance for intervention practices that aim to reduce the risk of math anxiety.

BACKGROUND: China has seen rapid urbanization and industrialization in recent decades and children behavioral and emotional problems accompanied have been a heavy burden on family and society. We therefore aimed to estimate the prevalence and risk factors of behavioral and emotional problems in primary school children aged 6-11 in an urbanized area of China.
METHODS: Primary school children aged 6-11 from 15 primary schools were enrolled from Shunde District, Guangdong. The Child Behavior Checklist (CBCL) was used to assess behavioral and emotional problems and then determined risk factors associated with the behavioral and emotional problems.
RESULTS: In total, 12 868 were included in the present analysis. The prevalence of total behavioral and emotional problems was 8.4% (95% CI, 7.9%-8.9%), which was gradually increased with age in both boys and girls. The prevalence was higher in boys than girls (9.8% vs. 6.8%, p < .001) and in children without siblings than those with siblings (9.9% vs. 8.1%, p = .006). In boys, age was positively associated with delinquent behavior, depression, poor contact, compulsive activity, social withdrawal, attention problems and aggressive behavior and was negatively associated with schizoid (p < .05). While in girls, age was positively associated with delinquent behavior, somatic complaints, social withdrawal and schizoid/compulsive activity but was negatively associated with aggressive behavior and sexual problems (p < .05).
CONCLUSIONS: Behavioral and emotional problems are common in primary school children in the urbanized area of China and are associated with sex and siblings. These findings suggest that close attention should be given to these primary school children.

OBJECTIVE: To analyze the changes in the prevalence of myopia and its relation to ocular biological parameters, and behaviors among primary school students in China, and understand the prevention and control of myopia.
METHODS: Cross-sectional surveys were performed on 7-9-year-old children in the yrs. 2012 and 2019. In addition, spherical equivalent refraction (SER), axial length (AL), and AL/corneal radius ratio (AL/CR ratio) were collected without cycloplegia. Participants completed detailed questionnaires on behavior related to myopia.
RESULTS: Data was collected on 623 children (8.02 ± 0.57 years old) in 2012 and 536 students in 2019 (8.09 ± 0.65 years old). The prevalence of myopia was 37.7% in 2012 and 39.9% in 2019. The SER was -0.25 (0.92) D in 2012 and -0.25 (1.25) in 2019. There was no statistical difference in the prevalence of myopia and SER over the 7 years (all P > 0.05). In 2019, the prevalence of myopia among girls demonstrated an increasing trend (33.8% vs. 37.8%), but there was no statistical difference (P > 0.05). The mean AL and AL/CR ratio of boys were decreasing (all P < 0.05). The proportion of children reading more than 2 h and using digital devices for more than 2 h per day after their classes in the 2019 group both decreased (all P < 0.05). However, the proportion of activities performed outdoors for more than 2 h./day decreased significantly (P = 0.001).
CONCLUSIONS: Compared with 2012, the prevalence of myopia in primary school students in 2019 was under control, which may be related to the improvement of children\'s near-work behavior, but there was the problem of insufficient outdoor activity time. In terms of ocular biological parameters, the risk of myopia for boys in 2019 was lower.

The development of physical literacy (PL) early in life may influence children\'s subsequent physical activity (PA) participation and consequent health benefits across the life course. Interventions designed for parents are lacking, but such efforts can potentially enhance the PL of parents and their children\'s PA participation. Additionally, there is insufficient evidence to support the feasibility of delivering a PL intervention using an online format. Therefore, the purpose of this study was to examine the feasibility and effectiveness of a parent-focused, theory-driven, online-delivered intervention designed to improve the parents\' PL and children\'s PA behaviors.
A non-randomized trial was conducted to evaluate the effects of the program. 224 Hong Kong families (primary school-aged children and their parents) registered to the program were considered the experimental group and were exposed to an online intervention over three months. Another 220 families in Hong Kong were considered the comparison group and did not receive any intervention. Outcome measures included PA behaviors (daily steps and moderate-to-vigorous PA), parent-child co-activity behaviors, family PA routines, and parent perceived PL. Linear mixed models were used to analyze the differences in terms of changes in measured outcomes between groups over time.
No significant group-by-time effects were found for children\'s or parents\' PA behaviors. In terms of the family Co-PA routines, a small positive effect size in favor of the experimental group was found (p = .44, d = 0.2). Group-by-time effects favorable to the experimental group was detected for parent-child co-activity (p < .001, d = 0.7) and parental PL (p < .001, d = 0.9) at post-intervention. The results demonstrated that the intervention was acceptable and that there was potential for scale up.
Findings indicated that the intervention was effective in increasing parent-child co-activity and parent perceived PL. During the pandemic, online intervention delivery was found to be feasible. Using this mode of delivery, the intervention has the potential to reach a wide population in the local context.
The study was prospectively registered at the Chinese Clinical Trial Registry, Registration number: ChiCTR2100041903, Registered 09 January 2021.

Developmental dyslexia (DD) is a specific impairment during the acquisition of reading skills and may have a lifelong negative impact on individuals. Reliable estimates of the prevalence of DD serve as the basis for evidence-based health resource allocation and policy making. However, the prevalence of DD in primary school children varies largely across studies. Moreover, it is unclear whether there are differences in prevalence in different genders and writing systems. Hence, the present study aims to conduct a systematic review and meta-analysis to assess the global prevalence of DD and to explore related factors.
We will undertake a comprehensive literature search in 14 databases, including EMBASE, PubMed, Web of Science, China National Knowledge Infrastructure and Cochrane, from their inception to June 2021. Cross-sectional and longitudinal studies that describe the prevalence of DD will be eligible. The quality of the included observational studies will be assessed using the Strengthening the Reporting of Observational Studies in Epidemiology statement. The risk of bias will be determined by sensitivity analysis to identify publication bias.
One meta-analysis will be conducted to estimate the prevalence of DD in primary school children. Heterogeneity will be assessed in terms of the properties of subjects (e.g., gender, grade and writing system) and method of diagnosis in the included primary studies. Subgroup analyses will also be performed for population and secondary outcomes.
The results will synthesize the prevalence of DD and provide information for policy-makers and public health specialists.

BACKGROUND: Developmental dyslexia (DD) is a specific learning disorder concerning reading acquisition that may has a lifelong negative impact on individuals. A reliable estimate of the prevalence of DD serves as the basis for diagnosis, intervention, and evidence-based health resource allocation and policy-making. Hence, the present meta-analysis aims to generate a reliable prevalence estimate of DD worldwide in primary school children and explore the potential variables related to that prevalence.
METHODS: Studies from the 1950s to June 2021 were collated using a combination of search terms related to DD and prevalence. Study quality was assessed using the STROBE guidelines according to the study design, with study heterogeneity assessed using the I2 statistic, and random-effects meta-analyses were conducted. Variations in the prevalence of DD in different subgroups were assessed via subgroup meta-analysis and meta-regression.
RESULTS: The pooled prevalence of DD was 7.10% (95% CI: 6.27-7.97%). The prevalence in boys was significantly higher than that in girls (boys: 9.22%, 95%CI, 8.07-10.44%; girls: 4.66%, 95% CI, 3.84-5.54%; p < 0.001), but no significant difference was found in the prevalence across different writing systems (alphabetic scripts: 7.26%, 95%CI, 5.94-8.71%; logographic scripts: 6.97%, 95%CI, 5.86-8.16%; p > 0.05) or across different orthographic depths (shallow: 7.13%, 95% CI, 5.23-9.30%; deep: 7.55%, 95% CI, 4.66-11.04%; p > 0.05). It is worth noting that most articles had small sample sizes with diverse operational definitions, making comparisons challenging.
CONCLUSIONS: This study provides an estimation of worldwide DD prevalence in primary school children. The prevalence was higher in boys than in girls but was not significantly different across different writing systems.