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We analyzed the skipping movements of fifth-grade 12 students and investigated the relationship between skipping stride and swing arm stroke. As a result, a significant correlation was found between skip stride, shoulder joint extension and flexion angular acceleration. On the other hand, no significant correlation was found between skip stride, shoulder joint extension and flexion angle. In addition, no correlation was found between skip stride, shoulder joint extension and flexion angular velocity. Therefore, it was suggested that the use of the words "powerful" and "positive" is more appropriate for the increase of skip stride than the teaching of "large" and "fast" arm stroke.

As many schools across Japan have been abruptly closed since March 2020 due to the COVID-19 epidemic, we thought it was necessary to investigate how children across the country were spending their time under these circumstances. This paper provides an overview of the situation of children's Internet use and the concerns of their parents during the period of school recess, and discusses the social attributes that tend to be associated with the long hours of media use, and examines how the responses differ depending on the characteristics of the respondents.

This study examines the effects of gratitude intervention on depression in sixth grade elementary school students in Japan. In this study, 33 students (School A) were assigned to the experimental group, and 32 students (School B) were assigned to the control group. Clinical psychologist conducted the intervention which consisted of six sessions. First, the participants were instructed to meditate. Second, they were told to list their significant other(s) and write down as many thing(s) as possible occurring in the past week for which they felt grateful and share the emotions accompanied with the thing(s). Finally, they were asked to tell these thing(s) to their significant other(s) in person. These sessions were conducted for 45 min once a week in a moral science class. Results of a mixed analysis of variance revealed that the experimental group exhibited a significant decrease in depression compared to the control group at after the intervention. Moreover, postintervention showed a significant decrease compared to pre-intervention. Furthermore, issues related to gratitude intervention were discussed.

The purpose of this study was to verify the effectiveness of a dietary education program implemented in the general studies classes of third-grade elementary school students. The amount of school lunch left over by all students at the school（ N = 1,047） was measured. Then, the amounts left over by the 187 third-grade students who participated in the program（ dietary education group） and the 860 students in grades 1, 2, 4,5, and 6 who did not participate in the program（ non-dietary education group） were compared. Students in the dietary education group also completed a self-administered questionnaire about their awareness of leftover food and a survey in which they freely described their goals for the future following the dietary education program. The results showed that after the program, the proportion of school lunch that was left over was significantly lower for the dietary education group compared to the non-dietary education group. Among the students’ goals for the future, the most frequently mentioned goal was “Eat,” which had a strong concurrent relationship with “School lunch,” ”No leftovers,” and “Value.” The results suggested that the dietary education program effectively fostered an attitude of valuing food and encouraged students to reduce the amount of leftover food.

小学生から高校生の弱視児・生徒を対象とし,タブレット端末の教育的利用について検討した7件の実践研究をレビューした。一連の研究の結果,すべての学年の生徒がタブレット端末の操作を比較的速やかに習得することができること,また,タブレット端末を使用することで授業中に視覚を使用した学習時間が増えること,さらには携帯性の高さが自宅学習を促進することが明らかになった。一方で,現状では,授業で使用するデータの準備や校内ネットワーク環境の整備が教員の負担となっている問題も認められた。今後の課題として,実験や多変量解析を用いた検討を行うことで,タブレット端末の教育的使用に関する科学的知見を蓄積する必要性がある。, We reviewed seven studies published from 2014 to 2017 reporting the educational use of tablet computers as visual devices for visually impaired students in elementary, junior, and high schools. These studies revealed: (1) students learned how to use tablet computers relatively quickly; (2) tablet computers helped students in classroom see and understand visual information, enabling them to use their vision not just to watch, but to study; and (3) highly portable tablets facilitated students' learning at home. At the same time, however, these studies also suggested that teachers felt the burden of preparing teaching materials for tablet computers and maintaining network environments. Further scientific studies, including experiments and multivariate analysis, are needed to collect additional findings regarding the effects of the educational use of tablet computers.

The current study examined the cases of four 5th-grade students with learning difficulties studying at an elementary school. All of the children in the class underwent tests of working memory, and performance was lowest among four children with learning difficulties. Although the difficulties exhibited by these children differed in terms of their working memory profiles, they showed common behavioral features, each being unable to understand lengthy instructions or Japanese sentences or cope with complex arithmetic problems. For 1 year the teacher provided the children with a series of support methods, in which the children could gradually learn the material, step by step. The amount of information provided to the children was controlled, so that they could manage the information more effectively. The children generally showed positive responses to this supported learning. This study describes the behavior of the children, and discusses the effects of supported learning., 本研究はJSPS科研費JP25380879の助成を受けたものである。

Although sprint running has been studied by many investigators, the running techniques taught by a coach have not been researched in detail. The purpose of the present study was to clarify how sprint running is taught to male elementary school students by a coach, focusing on how the motion of the recovery leg affects that of the support leg and running velocity, and whether the forward swing of the thigh or flexion of the knee joint of the recovery leg is most important. Thirty-four 5th and 6th grade elementary school children performed 50-m sprints, and their motions were recorded using a video camera (60 fps). The step length, step frequency, running velocity, relative velocity of the center of mass, and the angles and angular velocity of the thigh, leg and knee were calculated. The main results were as follows: 1.We found a significant positive correlation between running velocity and the relative velocity of the recovery leg around the support phase. 2.Sabsequently to maximize the angular velocity of thigh recovery, a minimum angle of the recovery knee was obtained. These variables showed a significant positive correlation. 3.The time instant to reach the maximal forward swing velocity of the recovery leg was similar to the time instant to reach the maximal backward swing velocity of the support leg. When recovery leg and support leg velocity reached maximal, both leg were intersected.

Although sprint running has been studied by many investigators, the running techniques taught by a coach have not been researched in detail. The purpose of the present study was to clarify how sprint running is taught to male elementary school students by a coach, focusing on how the motion of the recovery leg affects that of the support leg and running velocity, and whether the forward swing of the thigh or flexion of the knee joint of the recovery leg is most important. Thirty-four 5th and 6th grade elementary school children performed 50-m sprints, and their motions were recorded using a video camera (60 fps). The step length, step frequency, running velocity, relative velocity of the center of mass, and the angles and angular velocity of the thigh, leg and knee were calculated. The main results were as follows: 1.We found a significant positive correlation between running velocity and the relative velocity of the recovery leg around the support phase. 2.Sabsequently to maximize the angular velocity of thigh recovery, a minimum angle of the recovery knee was obtained. These variables showed a significant positive correlation. 3.The time instant to reach the maximal forward swing velocity of the recovery leg was similar to the time instant to reach the maximal backward swing velocity of the support leg. When recovery leg and support leg velocity reached maximal, both leg were intersected.

This study investigated the relation between anger in the school context and stressors among elementary and junior high school children. The responses of 186 elementary school students and 294 junior high school students on the Japanese version of the Multidimensional School Anger Inventory, which consisted of Anger Experience, Hostility, Destructive Expression and Positive Coping subscales, and items for the stressors related to teacher, academics, friend, parent and self, were used.Hierarchical multiple regression analysis showed that teacher-related stressor significantly increased Hostility and Destructive Expression at school, and that Hostility moderated some of the impact of other stressors on behavioral expression of anger. Academic stressor had a significant effect on Destructive Aggression at junior high school age. Non-school-related stressors (parents-related and self-related) also had effects on cognitive and behavioral anger, depending on participants' gender and age level. Thus, together with building teacher-student rapport and reducing school stress, comprehensive approaches which include families and local communities would be needed to deal with anger-related problems and their prevention at school., 本研究では，学校での怒りとストレッサーに関して小中学生で同一の尺度を用い，学校での怒りにストレッサーが及ぼす影響について検討することを目的とする。両者の関連を明らかにすることで，学校での怒りに影響を及ぼす外的要因に関する知見が得られ，小中学生の学校での怒りを理解する一助となり，怒りが学校不適応に結びつく場合の環境調整や心理的支援に役立つことが期待される。なお学校以外のストレッサーとして，小学校高学年，すなわち思春期という特徴を踏まえると，成長に伴って変化する自分自身に関するものと，親子関係の変化に伴うものが考えられる。本研究では，この2つの領域を加味したストレッサーと怒りとの関連を検討することとした。

We carried out a lesson on medicine-taking to the sixth-graders in the elementary school by a university professor. Before and after the lesson, we asked true or false questions (which comprised of the following 7 items: ① Medicine is used to cure illness or injury. ② Medicine is something taken orally. ③ When taking medicine, certain rules are to be followed. ④ Medicine can be taken with juice. ⑤ When the colour of the medicine is the same, its effects are the same. ⑥ When I have a cold, I can use the medicine that was prescribed one month before. ⑦ When the elementary school students take medicine, they should consult an adult, for example someone in the family.) and we compared their level of understanding. The lesson on medicine-taking by a university professor consisted of ① an experiment where empty capsules are attached to one’s fingers, ② observing the capsules dissolve in lukewarm water, coca cola, juice, and sports drink, and ③ reading the story “Kusu Kusu Sensei” to the students - all of which are creative ways for the children to experience for themselves, see with their own eyes, and listen to a story-telling in order to understand that medicines with the same colour can have different effects. After the lesson, the accuracy rate of the true or false questions increased and their basic level of understanding of medicine became higher, showing a certain level of effect.

As part of thet rials to improve living habits of children, we examined whether the use of dawn simulation can improve the difficulty of awakening and tiredness in the morning caused by late hours and sleep loss, based on an analysis of lifestyle and sleep records of elementary school students in fourth and fifth grades. The informed consent was obtained from 33 households in Toyama Prefecture to install a dawn simulation device in a child's bedroom. Recordings of their sleep and lifestyle were kept for more than 30 days from November to January when the hours of daylight are relatively short. Of those, 33 households, a total of 1105 days were analyzed. As a result, the children who woke using a dawn simulation (DS condition) went to bed and woke up significantly earlier both on weekdays and weekends than the children who woke without a dawn simulation (No DS condition).Their sleeping hours extended on weekdays and shortened on weekends. There was a significant difference between two conditions in the mood upon awakening on weekdays.While 35.0% of the children woke "comfortably" under the NoDS condition, the percentage of children waking "comfortably" rose to 58.6% under the DS condition. Further more, a significant difference was also noted in the power of concentration during the day on weekdays; while 44.3% of the children under the NoDS condition replied "I was able to concentrate very much," 64.3% of them under the DS condition replied the same. As for the daily mood, 84.6% of the children under the DS condition replied "I enjoyed the day," compared with 71.1% of them under the NoDS condition. The above results suggested the possibility that using dawn simulation can improve the sleeping habits of children and their quality of life upon waking and during the day.

In this study, we surveyed to reveal the relevant resilience,negative and positive experiences of elementary school students. The subjects of this study are 93 children of the fifth grader and six grader of one elementary school in Aichi prefecture. The survey was conducted by the unsigned questionnaire which consisted of the resilience scale, negative experience scale and positive experience scale. Some results are shown below. The factor analysis by the principal factor method and the promax rotation were conducted about 24 items of the resilience scale, and three factors of "positive future orientation", "seeking interests and concerns" and "perseverance" were found out. T-test were performed with degree of negative and positive cognition of experiences (high and low discrepancy) as the independent variable, and scores on resilience scale as the dependent variable. The results showed that some significant difference. And experiences divided into at school and home, groups with high and low scores for negative experiences and positive experiences were used as independent variables, and resilience scores were a dependent variable. The results of ANOVA showed main effects of level of positive experiences in both school and home. The results of this study suggested that a positive experiences leads to raising resilience.

The current study examined the cases of four 5th-grade students with learning difficulties studying at an elementary school. All of the children in the class underwent tests of working memory, and performance was lowest among four children with learning difficulties. Although the difficulties exhibited by these children differed in terms of their working memory profiles, they showed common behavioral features, each being unable to understand lengthy instructions or Japanese sentences or cope with complex arithmetic problems. For 1 year the teacher provided the children with a series of support methods, in which the children could gradually learn the material, step by step. The amount of information provided to the children was controlled, so that they could manage the information more effectively. The children generally showed positive responses to this supported learning. This study describes the behavior of the children, and discusses the effects of supported learning. 本研究はJSPS科研費JP25380879の助成を受けたものである。

The purpose of present study was to evaluate the effects of peer support program on children's school adjustment. Japanese children from third-grade to sixthgrade (n=710 by 2010 year, and n=950 by 2011 year) from 5 schools were given the peer support program. The control group (Japanese children from third-grade to sixth-grade (n=478 from 4 schools by 2010 year, and n=400 from 3 schools by 2011 year)) received no specific instruction. They completed a questionnaire about Adaptation Scale for School Environments on Six Spheres. The results indicated that children receiving peer support program performed significantly higher on some factors. These results suggest that peer support program is likely to make children be better adjusted to school. In order to make peer support program more effective, the practice combined with SEL (Social and Emotional Learning) and Collaborative Learning based on CSGCP (Comprehensive School Guidance and Counseling Program) is required.

Targeting elementary school students，parents and university students，I conducted surveys on their consciousness toward Japanese school bags and visual sensory tests regarding the images of the bags. The results are as follows. Elementary school girls want to use bags with their favorite colors，while elementary school boys are not interested in the color of the bags and have no desire to assert themselves through their clothes. Girls prefer pastel-color bags，and boys like black，indicating that boys are more conservative. Comparison of consciousness toward school bags between parents and university students revealed that university students were more conservative toward children's school bags and clothes，while parents tended to respect children's individualities. There was commonality in female university students' emphasis on the fashion feature of school bags and elementary school girls' desire to assert themselves through colorful bags.

The purpose of present study was to investigate the effect of dodgeball training on the throwing performance in elementary-school children. Total 125 boys and 159 girls ranged 2nd grade to 5th grade in elementary-school participated in this study. The subjects were classified into control group, dodge ball game training group （DBTR）, throwing motion training group（TMTR）, respectively. DBTR played 10 min dodge ball game in each training session. TMTR trained 15 times dodge ball throwing without game in each training session. Both DBTR and TMTR trained 3 times per week, continued 3 weeks in the school. Kinematic analysis was performed by two directional video camera recordings（30 frames second）. Movement evaluation score during throwing movement was also used to categorize the throwing motion from immature pattern（score 1）to mature pattern（score 6）. Throwing movement score was improved both 2nd and 3rd grade girls after the training in the DBTR and TMTR（p, 本研究では，小学校におけるドッジボールを用いたゲーム及び動作トレーニングが投動作に及ぼす影響を明らかにすることを目的とした。

application/pdf, 紀要論文, This paper examines the role that attributions produced by both a child and a parent play in explaining the child's school adaptation. Parents and children were asked to produce causal attributions related to the child's success and failure in academic and social area. Children's school adaptation was assessed by self- and teachers' reports, and by social nomination. A total of 235 children's and 228 parents' data was used for analyzing the relationship between the causal attribution of success and failure and child's school adaptation. Both parents and children made self- (child-) serving biased attributions for success. In contrast, children made significantly more internal attribution for failure than parents. Regarding the relationship with child academic adaptation, the both self- and childserving biased attribution has positive influence on adaptation. On the other hand, other-enhancement attributions made by both child and parent are related to social adaptation. These results suggest that considering parental attributions is important for understanding the relationship between children's attributi\ on and their school adaptation.

This study examined the effects of Niko Niko Room's educational support program held during the second semester of 2008 on school children. Fourteen school children who participated in this program answered questionnaires before and after this program. Their fourteen guardians also answered questionnaires at the end of this program. The results showed that the effects of this program held during the second semester of 2008 were almost the same as the effects of the first semester. The findings of this study were as follows: (1) Educational support had a positive effect on children's "self-efficacy regarding arithmetic". (2) Both children and guardians positively evaluated the effects of this program, and both of them estimated students' abilities high. (3) Children's estimation of students' communication had a positive relation to their "interests in arithmetic". Guardians' estimation of students' communication also had a positive relation to their estimation of "their children's interests in arithmetic".

application/pdf, 論文(Article), The purpose of this study was to investigate about the influence of modus vivendi on stress responses and scholastic attainments. 586 grade school students were asked by questionnaire. The first graders and the second graders were answered about modus vivendi. Third, fourth, fifth, and sixth graders did about modus vivendi and stress responses. Scholastic attainments of fourth graders were used for analysis. The following results were obtained: modus vivendi consists of three sub concepts; regular life, tooth brushing and facial cleansing, and guidance before going out. Stress responses consist of two sub concepts; low concentration and aggression. Differences in grades and sex were partially confirmed. The relations between the modus vivendi, stress responses, and scholastic attainments were partially shown. In conclusion, the guidance of the modus vivendi to the grade school student might decrease stress responses and improve scholastic attainments., 本研究は586名の小学生を対象とした調査から、生活態度と不安・ストレス反応、学力の実態を把握し、これらの関連から、生活態度への指導が不安・ストレス反応と学力に与える影響を検討することを目的としたものである。分析の結果、生活態度は生活リズム、歯磨き・洗顔、家を出る前の指導という3つの下位概念からなっていること、不安・ストレス反応は集中力の低さ、攻撃性という2つの下位概念からなっていることが明らかにされた。生活態度と不安・ストレス反応については部分的に学年差と性差が確認された。生活態度と不安・ストレス反応、学力の関連より、小学生への生活態度の指導が不安・ストレス反応を低減し、学力を高める可能性が示唆された。

The purpose of this study was to investigate the effects of class-wide assertion skills training on elementary school children's self-esteem and assertive behaviors in their family. In five school hours of home economics, thirty-eight fifth grade children (20 boys and 18 girls) learned the significance of assertion and practiced assertive behaviors for family members. They completed questionnaires about self-esteem, relationship of family members, and assertive behaviors at the beginning and the end of the training.. There were some differences in the assertive behaviors in accordance with different level of relationship of family members. The several assertive behaviors and the self-esteem concerning family and friends increased as the results of training.

This study investigated through a first grade and, until six grade at an elementary school time after five years, analyzed sprinting performance for 83 people(48 boys and 35 girls}. They were filmed in VTR picture during 50m sprinting. Using the VTR pictures, we calculated average speed, stride frequency, stride length and height ratio stride length. The results obtained were as follows: 1 No correlation was found between height and sprinting velocity each with the first and the six grade at an elementary school boys and girls. And, a negative correlation was found between height and stride frequency each with the first and six grade at elementary school boys. Moreover, a positive correlation was found between height and stride length each with the first and six grade at elementary school boys and girls.2 A positive correlation was found between sprinting velocity and stride frequency, stride length, and height ratio stride length each with the first and six grade at elementary school boys and girls.3 It was admitted that quantity of increase of sprinting velocity from the first grade to six grade at each boy and girl was connected with quantity of increase of stride frequency. A significant relation was not seen in the boy though a positive correlation was seen between an increase of sprinting velocity and increase of stride length in the girl.Based on these findings, it was suggested increase of the sprinting velocity from the first grade to the six grade at an elementary school happens because it increase and suppresses a decrease of stride frequency not an increase of the stride length about the boy, and happens because it increase and suppresses a decrease of stride frequency and an increase of the stride length about the girl.

This study examines the effects of parenting attitudes and everyday activities on the sense of well-being and social skills of elementary students. One hundred eighty two 5th grade and seventy one of 6th grade students participated in this research. The parental attitudes examined were; over protectiveness and over negative parenting. In the elementary students we looked at the following social skills; participation in group, maintaining relationships and improving relationships. We analyzed these relations while paying attention to the combination of sex differences. The results were as follows: in elementary school students only in girls, didi we find the influence of both parenting attitudes, however in boys, we did not find the influence of parenting attitudes. Aoki et al. (preparing) showed the opposite gender combination effects more in middles school students. That means parenting attitudes were more effective in middle school students. However, everyday activities in boys have a positive effect for improving relationship skills and the sense of well-being and in girls for maintaining relationships and improving relationships. We found everyday activities might be more important than parenting attitudes to get social skills and the sense of well-being in elementary school students. We need to examine in more detail the relationship of everyday activities, social skills and the sense of we-being in students in the point of resilience.

This paper reports on effects of a peer support program by undergraduate students for 4^th grade students (N=33) in a primary school, focusing on changes of self-efficacy, self- esteem, sociability, and aggression in children. These four traits were measured by a questionnaire that was self rated by children. Sociability was also rated for every child by their classroom teacher. Results showed that the peer support program seemed to make progress in sociability, especially in children's self-rated questionnaire. And there was a discrepancy in assessments of sociability between by children themselves and by their classroom teacher.

The purpose of this study was to compare the effects of Behavioral Assertiveness Training (BAT), and those of Cognitive Assertiveness Training (CAT), also to compare the effects of these trainings accoiding to the distinction of sex. The subjects were thirty two elementary school students who voluntarily participated in this study. These thirty two subjects were randomly divided into two groups, behavioral assertiveness training group and cognitive assertiveness training group, and each group had eight boys and eight girls. Each training means the program developed by Kim (1990), which is modified for elementary school students for this study. The contents of Behavioral Assertiveness Training (BAT) are consisted of modeling, role-playing, coaching, reinforcement, and feedback the contents of Cognitive Assertiveness Training (CAT) are consisted of ABCDE principle and self statement. All subjects were trained for eight 90-120 minute sessions for four weeks. All subjects were taken the pre-measures and post-measures, Assertiveness Scale (AS) developed by Kim (1990), after a week. The analysis of variance (ANOVA) on gain score was run, using the SPSS to compare the effects of the assertiveness behavior of elementary school students, but there are no difference between the Behavioral Assertiveness Training (BAT) and Cognitive Assertiveness Training (CAT). And, assertiveness training is more effective for boys than girls.

This research investigated the relationship between apathy and aggression within primary and secondary school students. Both twenty apathy questionnaires and twenty-two aggression questionnaires were administered to 230 primary school and 246 secondary school subjects, From the factory analysis, five factors of apathy and four factors of aggression were found of primary school students and secondary school students. Correlations between factors of apathy and aggression were found of primary and secondary school students, These results suggested that children with high apathy tendencies were relatively likely to aggressive.

The purpose of this study was to investigate the psychological stress management ability of schoolchildren. The results showed that the coping factor was more effective on stress management for schoolchildren. Finally, we discussed the implication of this measurement.

The purpose of present study was to evaluate the effects of peer support program on children's school adjustment. Japanese children from third-grade to sixthgrade (n=710 by 2010 year, and n=950 by 2011 year) from 5 schools were given the peer support program. The control group (Japanese children from third-grade to sixth-grade (n=478 from 4 schools by 2010 year, and n=400 from 3 schools by 2011 year)) received no specific instruction. They completed a questionnaire about Adaptation Scale for School Environments on Six Spheres. The results indicated that children receiving peer support program performed significantly higher on some factors. These results suggest that peer support program is likely to make children be better adjusted to school. In order to make peer support program more effective, the practice combined with SEL (Social and Emotional Learning) and Collaborative Learning based on CSGCP (Comprehensive School Guidance and Counseling Program) is required.

This study examined the effects of Niko Niko Room's educational support program held during the second semester of 2008 on school children. Fourteen school children who participated in this program answered questionnaires before and after this program. Their fourteen guardians also answered questionnaires at the end of this program. The results showed that the effects of this program held during the second semester of 2008 were almost the same as the effects of the first semester. The findings of this study were as follows: (1) Educational support had a positive effect on children's "self-efficacy regarding arithmetic". (2) Both children and guardians positively evaluated the effects of this program, and both of them estimated students' abilities high. (3) Children's estimation of students' communication had a positive relation to their "interests in arithmetic". Guardians' estimation of students' communication also had a positive relation to their estimation of "their children's interests in arithmetic".

The purpose of this study was to investigate the effects of class-wide assertion skills training on elementary school children's self-esteem and assertive behaviors in their family. In five school hours of home economics, thirty-eight fifth grade children (20 boys and 18 girls) learned the significance of assertion and practiced assertive behaviors for family members. They completed questionnaires about self-esteem, relationship of family members, and assertive behaviors at the beginning and the end of the training.. There were some differences in the assertive behaviors in accordance with different level of relationship of family members. The several assertive behaviors and the self-esteem concerning family and friends increased as the results of training.

This study examines the effects of parenting attitudes and everyday activities on the sense of well-being and social skills of elementary students. One hundred eighty two 5th grade and seventy one of 6th grade students participated in this research. The parental attitudes examined were; over protectiveness and over negative parenting. In the elementary students we looked at the following social skills; participation in group, maintaining relationships and improving relationships. We analyzed these relations while paying attention to the combination of sex differences. The results were as follows: in elementary school students only in girls, didi we find the influence of both parenting attitudes, however in boys, we did not find the influence of parenting attitudes. Aoki et al. (preparing) showed the opposite gender combination effects more in middles school students. That means parenting attitudes were more effective in middle school students. However, everyday activities in boys have a positive effect for improving relationship skills and the sense of well-being and in girls for maintaining relationships and improving relationships. We found everyday activities might be more important than parenting attitudes to get social skills and the sense of well-being in elementary school students. We need to examine in more detail the relationship of everyday activities, social skills and the sense of we-being in students in the point of resilience.