The effects of classroom physical activity breaks on the behavioural and emotional <scp>self‐regulation</scp> of students with behavioural difficulties
Bibliographic record
Abstract
This study investigated students' perceptions of their behavioural and emotional self‐regulation after a six‐to‐eight week implementation of classroom physical activity breaks (CPAB). It also explored students' perceptions of their affective states before and after CPAB, as well as their interest and engagement during CPAB. Eighty‐two elementary students aged from 6 to 10 years filled in booklets each week during the study. Among them, 14 students with behavioural difficulties as experimental group and 14 students as control group completed the Self‐Regulation Questionnaire at the beginning and the end of the experimental design. Repeated measure ANOVA revealed an interaction effect (condition X group) on emotional self‐regulation among students with behavioural difficulties compared to their peers after CPAB. A descriptive analysis of the booklets revealed the positive reactions of students to CPAB, especially those with behavioural difficulties. These findings thus support the value of CPAB for students with behavioural difficulties, and open new perspectives of research.
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How this classification was reachedexpand
Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.001 | 0.000 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.000 | 0.001 |
| Science and technology studies | 0.001 | 0.001 |
| Scholarly communication | 0.000 | 0.000 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from itClassification
machine, unvalidatedMachine predicted; a candidate call from one teacher head, not a consensus.
How this classification was reached, model by model and score by score, is at the end of the page under "How this classification was reached".