Validacija Testa zrelosti za školu

Novović, Zdenka; Tovilović, Snežana; Jovanović, Veljko; Bíró, Miklós

doi:10.19090/pp.2009.2.129-147

Cited by 6 publications

(7 citation statements)

References 6 publications

(7 reference statements)

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“…Three subtests of the Maturity Test for School (TZŠ+) were used to assess the cognitive abilities of children: visual memory, the stacking of cubes, and code. The research results showed high validity and reliability of the Maturity Test for School and suggest that TZŠ+ has very high correlations with the cognitive tests TIP-1 and Raven’s color matrix [ 30 ]. Visual memory is a test designed to assess the ability to remember and pay attention, consisting of 15 tasks.…”

Section: Methodsmentioning

confidence: 99%

“…For each subtest, the total score was measured, and the obtained value was then converted according to the standardized BOT-2, TGMD-2, and TZŠ+ tables in relation to the gender and age of the examinees, as prescribed by the authors of these tests [ 29 , 31 , 32 ]. Therefore, the standardized data were entered for further processing, and there were three variables of fine motor skills, three variables of gross motor skills, and four variables of cognitive abilities.…”

Section: Methodsmentioning

confidence: 99%

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Differences between Healthy-Weight and Overweight Serbian Preschool Children in Motor and Cognitive Abilities

Banjevic

Aleksić²,

Veljković

et al. 2022

IJERPH

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The aim of this study was to determine the differences between healthy-weight and overweight 5–6-year-old preschool children in fine and gross motor skills and cognitive abilities. There were 91 subjects, preschool children (41 boys and 50 girls), who participated in this cross-sectional study. The body mass index (BMI) was calculated based on measures of body height and body mass, and WHO cutoff points were used for the assessment of the children’s nutrition status. Fine motor abilities were determined using two Bruininks–Oseretsky (BOT-2) subtests, and gross motor skills are determined by the Test of Gross Motor Development (TGMD-2), while cognitive abilities were tested by the School Maturity Test (TZŠ+). Based on an independent-samples t-test, a difference in two out of three variables of gross motor skills was determined: manipulative skills and total gross motor skills between healthy-weight and overweight children, while in fine motor abilities and cognitive abilities there was no difference between these two groups. Although significant differences were found only in gross motor skills between healthy and overweight preschool children but not in fine motor skills and cognitive abilities, further longitudinal studies are required to understand the mechanisms of this, including the possible role of psychological factors.

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Section: Methodsmentioning

confidence: 99%

Section: Methodsmentioning

confidence: 99%

Differences between Healthy-Weight and Overweight Serbian Preschool Children in Motor and Cognitive Abilities

Banjevic

Aleksić²,

Veljković

et al. 2022

IJERPH

View full text Add to dashboard Cite

show abstract

“…To evaluate the cognitive abilities of preschool children three subtests of the School Maturity Test (Serbian TZŠ+) were used: visual memory, stacking cubes and codes. The results of the study showed high reliability and validity of this test and they suggest that TZŠ+ has high correlation with the cognitive tests of TYPE1 and with Raven's Colored Matrices (15). Visual memory is a test designed to evaluate the ability of memorization and attention span, and it consists of 15 tasks.…”

Section: Cognitive Assessmentmentioning

confidence: 95%

Effects of a 12-Weeks Yoga Intervention on Motor and Cognitive Abilities of Preschool Children

2021

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Since early childhood is regarded as an important period of motor and cognitive development, understanding the effects of physical activity on motor abilites and cognitive development in preschool children has major public health implications. This study investigates the effects of a 12 weeks' yoga intervention program on motor and cognitive abilities in preschool children. Preschool children (n = 45; age 5–6 years) attending regular preschool programs were non-randomly assigned to yoga intervention (n = 23; 30 min sessions three times per week) or a control group (n = 22; no additional organized physical activity program). Exercise training for the intervention group included yoga program. Motor abilities (BOT-2 subtests: fine motor integration, manual dexterity, balance and bilateral coordination), and cognitive abilities (School Maturity Test subtests: visual memory, stacking cubes and codes) were assessed before and after the intervention period in both groups. Data were analyzed using repeated-measures ANOVA. Participants in the intervention group improved fine motor integration (p = 0.022), fine motor skills in general (0.029), bilateral coordination (0.000), balance (0.000), and body coordination (0.000). Preschool children's participation in the preschool yoga intervention significantly improved their motor abilities, but not their cognitive abilities.

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“…This test battery was designed to allow psychologists to examine children's cognitive functioning before they start school. Specifically, through five subtests, the SMT covers cognitive abilities such as memory, attention, visual-motor coordination, planning ability, perceptual organization, and others [47]. In a study [48] that examined the metric characteristics of the SMT on children aged five to seven years, the test showed high reliability and validity.…”

Section: Cognitive Abilities (Tzs)mentioning

confidence: 99%

“…Specifically, through five subtests, the SMT covers cognitive abilities such as memory, attention, visual-motor coordination, planning ability, perceptual organization, and others [47]. In a study [48] that examined the metric characteristics of the SMT on children aged five to seven years, the test showed high reliability and validity. It is also worth noting that the SMT demonstrated a strong correlation with the TIP-1 tests and Raven's Coloured Progressive Matrices [48].…”

Section: Cognitive Abilities (Tzs)mentioning

confidence: 99%

How Does a 12-Week Physical Exercise Program Affect the Motor Proficiency and Cognitive Abilities of Overweight and Normal-Weight Preschool Children?

Katanic,

Aleksic Veljkovic,

Radakovic

et al. 2024

Children

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The objective of this research was to examine a 12-week exercise program and its impact on the motor proficiency and cognitive abilities of preschool children with overweight and normal weight. The study involved a total of 71 participants who were preschool children enrolled in a longitudinal study. Body mass index (BMI) was determined by measuring body height and weight, and the nutritional status of the children was assessed using the World Health Organization’s (WHO) criteria. Motor proficiency encompasses both motor abilities and motor skills, and the assessment of motor abilities was conducted using subtests from the Bruininks–Oseretsky Test of Motor Proficiency (BOT-2). These subtests measured fine motor integration, manual dexterity, balance, and bilateral coordination. The evaluation of motor skills involved the utilization of the Test of Gross Motor Development (TGMD-2), which examines both locomotor skills and manipulative skills. Cognitive abilities were assessed using the School Maturity Test (TZS). All participants, regardless of weight status, took part in a 12-week physical exercise program. According to the World Health Organization’s criteria, 52 children (73.2%) were categorized as having a normal weight, while 19 children (26.8%) were classified as overweight. These findings indicate that every fourth child in the study was overweight. Using a statistical analysis called SPANOVA (2 × 2, group × time), differences were observed in three out of eleven variables. Specifically, there were significant differences in two motor skill variables: manipulative skills (p = 0.006) and total movement skills (p = 0.014). Additionally, there was a significant difference in one cognitive ability variable: visual memory (p = 0.010). No significant differences were found in the remaining variables. The findings of this study aimed to contribute to the understanding of the potential benefits of regular exercise on motor and cognitive development in preschool children, specifically examining the differences between overweight and normal-weight children. By investigating these effects, the study could provide valuable insights for educators, parents, and health professionals involved in promoting the overall well-being of preschool-aged children. Regular physical exercise has been found to have positive effects on motor and cognitive abilities in both overweight and normal-weight preschool children.

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Validacija Testa zrelosti za školu

Cited by 6 publications

References 6 publications

Differences between Healthy-Weight and Overweight Serbian Preschool Children in Motor and Cognitive Abilities

Differences between Healthy-Weight and Overweight Serbian Preschool Children in Motor and Cognitive Abilities

Effects of a 12-Weeks Yoga Intervention on Motor and Cognitive Abilities of Preschool Children

How Does a 12-Week Physical Exercise Program Affect the Motor Proficiency and Cognitive Abilities of Overweight and Normal-Weight Preschool Children?

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