scholarly journals Modifying Self-Blame, Self-Esteem, and Disclosure Through a Cooperative Cross-Age Teaching Intervention for Bullying Among Adolescents

2017 ◽  
Vol 32 (4) ◽  
pp. 609-626 ◽  
Author(s):  
Michael J. Boulton ◽  
Louise Boulton
Keyword(s):  
Help Seeking ◽  
Social Issues ◽  
Self Esteem ◽  
Random Allocation ◽  
Cooperative Groups ◽  
School Students ◽  
Self Blame ◽  
Positive Effects ◽  
Post Test ◽  
Seeking Help

Bullying is common among school students, and some victims hold self-blaming attributions, exhibit low self-esteem, and do not seek social support. A wait-list control pre-/post-test experimental design, with random allocation, was used to assess the effects of a novel cross-age teaching of social issues (CATS) intervention on the latter 3 variables among peer-identified victims of bullying (N = 41, mean age = 14.5 years). In small cooperative groups of classmates, participants designed and delivered a lesson to younger students that informed them that bullies not victims are in the wrong, victims have no reason to feel bad about themselves, and that seeking help can be beneficial. CATS led to a significant improvement on all 3 dependent variables with mostly large effect sizes; these positive effects were even stronger with a bigger dose of intervention (6 hr vs. 4 hr), and changes in self-blame, and separately changes in self-esteem, mediated the positive effect of the intervention on help-seeking. The theoretical and practical implications of these results were discussed, especially in terms of supporting a highly vulnerable subgroup of adolescents.

Effects of Short-Term Mission Trips on Recipients’ Self-Esteem and Readiness for Self-Directed Learning

2021 ◽  
pp. 009164712110115
Author(s):  
Charissa H. W. Wong ◽  
Li Neng Lee ◽  
Alberto Pérez Pereiro
Keyword(s):  
Self Esteem ◽  
Control Group ◽  
Short Term ◽  
Self Directed Learning ◽  
Positive Effects ◽  
Post Test ◽  
Quasi Experimental ◽  
Directed Learning ◽  
Group Post ◽  
Mission Trips

Short-term Christian overseas volunteer trips, also known as short-term mission trips (STMs), have become increasingly prevalent (Howell & Dorr, 2007). However, research on these programs has been limited. This quasi-experimental study adds to the literature by quantitatively measuring the effects of an STM from Singapore to Thailand. STM recipients’ ( n = 44) self-esteem and readiness for self-directed learning (RSDL) were compared across timepoints – pre-test, post-test, follow-up – and with a control group ( n = 50). It was hypothesized that recipients would experience an increase in self-esteem and RSDL such that their scores would be higher than the control group post-STM. Results provide partial support for the hypotheses; while improvements among recipients were either not significant (for self-esteem) or not long-lasting (for RSDL), recipients had higher scores than the control group post-STM. This suggests that STMs have some, albeit limited, positive effects. Recommendations for promoting greater and longer-lasting effects are offered.

scholarly journals Spiritual-Based Psychoeducation Increase of the Level Resilience of Youth Victims of Bullying

2021 ◽  
Vol 3 (3) ◽  
pp. 289-296
Author(s):  
Betie Febriana ◽  
Dwi Heppy Rochmawati ◽  
Abdurrohim Abdurrohim ◽  
Mohammad Farhan
Keyword(s):  
High School Students ◽  
Intervention Group ◽  
Self Esteem ◽  
Control Group ◽  
P Value ◽  
Negative Effects ◽  
School Students ◽  
Post Test ◽  
Kolmogorov Smirnov ◽  
Victims Of Bullying

In general, bullying has negative effects on victims, including increased anxiety, decreased self-esteem, self-distrust and depression. These things will affect to the concentration of student learning which ultimately leads to decrease learning achievement and more risk of suicide in adolescents. Therefore, developing the resilience of youth victims of bullying is needed to provide therapeutic coping to avoid these adverse effects.  This study aims to determine the effectiveness of Spiritual-based psychoeducation therapy on the Level of Resilience of Youth Victims of Bullying. This is quasy experimental pre-post test research with total sampling. The sample is high school students who have experienced bullying in the past month, are physically healthy, and have no disabilities. The sample of this study was 50 and has been divided into two groups, namely the intervention group and the control group. This research used questionnaire’s ability of resilience in adolescents by Gail M wagnild and Heather M. Young. The results showed a significant effect of psychoeducation spiritual therapy on the level of adolescent resilience (p-value is 0.000 by Kolmogorov Smirnov). Schools need to consider this therapy as a choice to be applied to student victims of bullying. 

scholarly journals Effect of Self Esteem Enhancement on Assertiveness of School Students

2015 ◽  
Vol 3 (1) ◽  
Author(s):  
Ms. Urvashi Shrivastava ◽  
Dr. Vinay Mishra
Keyword(s):  
School Children ◽  
Human Life ◽  
Self Esteem ◽  
Test Method ◽  
School Students ◽  
The Core ◽  
Significant Difference ◽  
Post Test ◽  
The Mean

Self-esteem is one of the core aspects of human life, upon which we shape our behavior and attitude. It is primarily our evaluation about our own self. Assertiveness is the quality of an individual to be self-assured and confident without being aggressive. The present study employed an experimental pre test post test method and aims at assessing the effect of SE enhancement on assertiveness of school students of Bhopal. Coopersmith Self Esteem Scale and Assertiveness Inventory were used as tools. It was concluded that SE enhancement had a positive significant effect on the assertiveness of school children. Also, the mean assertiveness score for boys and girls did not show any significant difference.

scholarly journals THE EFFECTS OF SCIENCE LEARNING BASED ON THE SOCIO-SCIENTIFIC ISSUES WITH ISLAMIC VALUES ON LEARNERS’ ATTITUDES TOWARDS THE SOCIO-SCIENTIFIC ISSUES

2017 ◽  
Vol 2 (2) ◽  
pp. 231
Author(s):  
Rahimawati Abd. Rahim ◽  
Mohd. Ali Samsudin
Keyword(s):  
Repeated Measures ◽  
Science Learning ◽  
Socioscientific Issues ◽  
Future Research ◽  
School Students ◽  
Positive Effects ◽  
Post Test ◽  
Students Attitudes ◽  
Science Classes ◽  
Islamic Values

This study aimed to investigate the effects of ‘science learning based on the socio-scientific issues with Islamic values (PSBIS-NI)’ on form four secondary school students’ attitudes towards the socio-scientific issues. PSBIS-NI is a learning method that focuses on the socio-scientific issues with the integration of Islamic values. A learning module was developed based on PSBIS-NI conceptual model as a reference for the intervention of PSBIS-NI. The Pre-experimental design: One Group Pre Test-Post Test Design was employed in this study. The effects of PSBIS-NI on the variable were measured in the pretest, posttest and extended posttest. The purposive sampling was used to select 31 form four Muslim students from the science classes to undergo the PSBIS-NI intervention. A Science teacher and an Islamic Education teacher were involved collaboratively as facilitators during the intervention. Attitudes towards Socioscientific Issues Scale was administered to the students. Hypotheses were tested for statistical inference by using ANOVA repeated measures. Findings of the study indicate that PSBIS-NI has positive effects on the learners’ attitudes toward socio-scientific issues. This study contributes to science education in providing content and methods for implementation of PSBIS-NI through the development of PSBIS-NI Integrated Module. One of the suggestions for future research is to implement PSBIS-NI with a focus on specific skills such as argumentative and decision-making skills. Keywords: Attitude, Islamic values, Malaysia, socioscientific issues, Science learningCite as: Abd. Rahim, R. & Samsudin, M.A. (2017). Kesan pembelajaran Sains berasaskan isu sosiosaintifik dengan nilai Islam ke atas sikap pelajar terhadap isu sosiosaintifik [The effects of Science learning based on the socio-scientific issues with Islamic values on learners’ attitudes towards the socio-scientific issues]. Journal of Nusantara Studies, 2(2), 231-250. AbstrakKajian ini bertujuan mengkaji kesan pembelajaran sains berasaskan isu sosiosaintifik dengan nilai Islam (PSBIS-NI) ke atas sikap pelajar sekolah menengah tingkatan empat terhadap isu sosiosaintifik. Dalam kajian ini, sebuah modul pembelajaran dibina berasaskan Model Konseptual PSBIS-NI sebagai rujukan untuk intervensi PSBIS-NI. Reka bentuk Pra-eksperimen: Ujian Pra-Ujian Pos Satu Kumpulan digunakan dalam kajian ini. Kesan PSBIS-NI ke atas variabel sikap terhadap isu sosiosaintifik diukur dalam ujian pra, ujian pos dan ujian pos lanjutan. Kaedah pensampelan bertujuan digunakan bagi memilih 31 orang pelajar tingkatan empat aliran sains dan beragama Islam untuk menjalani intervensi PSBIS-NI. Seorang guru mata pelajaran Sains dan seorang guru Pendidikan Islam terlibat secara kolaboratif sebagai fasilitator semasa pelaksanaan intervensi. Soal Selidik Sikap Terhadap Isu Sosiosaintifik digunakan untuk mengukur sikap pelajar terhadap isu sosiosaintifik. Data diproses dan dianalisis berbantukan pakej statistik SPSS versi 19. Hipotesis kajian diuji secara statistik inferensi menggunakan Ujian Anova dengan Pengukuran Berulang. Dapatan kajian menunjukkan bahawa PSBIS-NI memberi kesan positif ke atas sikap pelajar terhadap isu sosiosaintifik. Kajian ini memberi sumbangan kepada pendidikan sains dalam menyediakan isi kandungan dan kaedah pelaksanaan PSBIS-NI melalui pembangunan Modul Bersepadu PSBIS-NI. Antara cadangan untuk kajian lanjutan adalah melaksanakan intervensi PSBIS-NI dengan menumpukan kepada kemahiran tertentu seperti kemahiran berhujah dan kemahiran membuat keputusan. Kata Kunci: Isu sosio-saintifik, Malaysia, nilai Islam, sikap, pembelajaran Sains

scholarly journals Serious Games in Preschool and Primary Education: Benefits And Impacts on Curriculum Course Syllabus

2017 ◽  
Vol 12 (01) ◽  
pp. 44 ◽  
Author(s):  
George Papanastasiou ◽  
Athanasios Drigas ◽  
Charalabos Skianis
Keyword(s):  
Primary School ◽  
Primary Education ◽  
Serious Games ◽  
Self Esteem ◽  
Added Value ◽  
Primary School Students ◽  
School Students ◽  
Positive Effects ◽  
School Settings ◽  
Education Benefits

Serious Games (SGs) indicate positive effects on Preschool and Primary school students and promote a multi sensory style of learning. This review paper explores the integration of Serious Games in the area of Preschool and Primary Education, in the last decade (2006-2016). The studies were carried out on Preschool and Primary school settings, respectively. Research showed that Serious Games are able to keep all students engaged in classroom facilities, scaffolding their learning through increased motivation, independence, autonomy and resultant self-esteem. Serious Games Based Learning (GBL) has proven its added value in almost every aspect of the curriculum.

scholarly journals Pride Camp: Pilot Study of an Intervention to Develop Resilience and Self-Esteem Among LGBTQ Youth

2020 ◽  
Author(s):  
Lance S. Weinhardt ◽  
Linda M. Wesp ◽  
Hui Xie ◽  
Jennifer A. Murray ◽  
Jeanette Martín ◽  
...  
Keyword(s):  
High School Students ◽  
Well Being ◽  
Self Esteem ◽  
Controlled Study ◽  
School Students ◽  
Lgbtq Youth ◽  
Social Opportunities ◽  
Post Test ◽  
And Gender ◽  
The Impact

Abstract Background: Many LGBTQ youth experience rejection and discrimination in their families and schools, and the range of interventions for improving their resilience and well-being is limited. We developed and piloted an LGBT-youth-focused intervention to build resilience, called Pride Camp. Methods: Using a mixed-method approach we examined the impact of Pride Camp on resilience and other measures of well-being among LGBTQ high school students who attended camp on a college campus in 2015, 2016, and 2017. Camp attendees and the research sample included a majority proportion of transgender and gender nonbinary (TGN) youth. Results: Pre- and post-test data from our quantitative surveys (n=28), indicated significant increases in resilience, self-esteem, and quality of life in LGBTQ youth who attended camp. Similar results were found among the TGN participants (n=19). Qualitative data from focus groups indicated that specifically for TGN youth, the affirming environment at the camp provided social opportunities that they had not found elsewhere. Conclusions: Findings suggest that the Pride Camp intervention provides a platform for LGBTQ youth to meet peers and engage in LGBTQ communities, improving their resilience and outlook on the future. A larger controlled study of the Pride Camp intervention is warranted.

scholarly journals Development, Implementation, and Evaluation of an Equitable Futures Program for Urban Public Schools

2018 ◽  
Vol 8 (1) ◽  
pp. 162
Author(s):  
Christine Jean Yeh ◽  
Stephanie Khaziran ◽  
Mio Tsukamoto Burk ◽  
Emily Hong Daniel
Keyword(s):  
High School Students ◽  
Public Schools ◽  
School Engagement ◽  
Help Seeking ◽  
Social Connectedness ◽  
Educational Opportunity ◽  
School Students ◽  
Before And After ◽  
Post Test ◽  
College Access Program

We describe the development, implementation, and evaluation of a culturally-responsive college access program, Make It Happen, aimed at increasing educational opportunity for historically-targeted middle and high school students. The sample included 254 participants who participated in the evidence-based 10-session program. These participants completed surveys before and after the program which inquired about their (1) school engagement, (2) social connectedness, and (3) academic and college help-seeking self-efficacy. T-test analyses were conducted and determined the participants at post-test, felt significantly more engaged at school, more connected to others, and more self-efficacious in seeking support for information about academics and college. The authors describe the importance of working with teachers, school staff, and counselors to foster a supportive and positive exploratory space for students who could benefit from learning about their future options (Beesley, 2004; Yeh, Ching, Okubo, & Luthar, 2007).

Students’ Help Seeking during Physical Education

2008 ◽  
Vol 27 (3) ◽  
pp. 368-384 ◽  
Author(s):  
Susan B. Nye
Keyword(s):  
Physical Education ◽  
Perceived Risk ◽  
Help Seeking ◽  
School Students ◽  
Help Seeking Behaviors ◽  
Academic Tasks ◽  
Study Approach ◽  
Qualitative Research Design ◽  
Seeking Help ◽  
Constant Comparative Analysis

Seeking help with academic tasks has been regarded as an important strategy to enhance student learning (Newman, 1994; Ryan, Gheen, & Midgley, 1998; Zimmerman & Martinez-Pons, 1986). Seeking help is conceptualized as student-initiated efforts to secure task information or solicit advice when a deficiency in their understanding of the content exists (Newman & Schwager, 1995; Zimmerman & Martinez-Pons, 1986). An interpretive qualitative research design utilizing a case study approach was used to explore middle school students’ help-seeking instances during their physical education classes. Ten students (6 females and 4 males) were selected from two middle schools. The students’ participated in two semistructured interviews regarding their help-seeking behaviors. Constant comparative analysis was used to analyze the interview data. Results indicated students would seek help to clarify or enhance understanding of an activity or to get a good grade and cited reluctance to seek help owing to their desire for independent mastery or the perceived risk of embarrassment in front of their peers.

scholarly journals Incidencia de los juegos cooperativos en el autoconcepto físico de escolares de educación primaria (Impact of cooperative games on physical self-concept in elementary school students)

Retos ◽  
2017 ◽  
pp. 14-18
Author(s):  
Ruben Navarro-Paton ◽  
Borja Rego Ferreira ◽  
Manuel García García
Keyword(s):  
Elementary School ◽  
Physical Education ◽  
Elementary School Students ◽  
Cooperative Games ◽  
Self Concept ◽  
Control Group ◽  
School Students ◽  
Positive Effects ◽  
Post Test ◽  
Educación Primaria

El propósito de este trabajo fue analizar los efectos de una unidad didáctica de juegos cooperativos sobre el autoconcepto físico en escolares de 5º y 6º de educación primaria dentro de las clases de educación física. Los participantes fueron 101 escolares (10.40 ± .50 años) de Lugo (España). Se empleó un diseño cuasi-experimental pre-post test con un grupo de control. El grupo control y el experimental estuvieron constituidos por 50 y 51 alumnos respectivamente. Para medir el autoconcepto físico se utilizó la escala de autoconcepto físico (PSPP). Los resultados indicaron efectos positivos del programa sobre la condición física (p < .001); apariencia (p = .001); competencia percibida (p < .001) fuerza (p < .001) y autoestima (p = .015). Los datos encontrados sugieren que la aplicación de unidades didácticas o programas basados en los juegos cooperativos podrían incidir de manera positiva en el autoconcepto físico de los escolares dentro de las clases de educación física.Abstract. The purpose of this study was to analyze the effects of a didactic unit of cooperative games on physical self-concept in 5th and 6th grade elementary school students within physical education classes. Participants were 101 schoolchildren (10.40 ± .50 years old) from Lugo (Spain). A quasi-experimental pre-post-test design with a control group was used. The control and experimental groups consisted of 50 and 60 students respectively. The Physical Self-Concept Scale (PSPP) was used to measure physical self-concept. Results indicated positive effects of the program on physical condition (p <.001); Appearance (p = .001); Perceived competence (p <.001); strength (p <.001); and self-esteem (p = .015). Data suggest that the application of didactic units or programs based on cooperative games may positively affect students’ physical self-concept within physical education classes.

scholarly journals The Effect of Using YouTube on Developing Elementary Students Vocabulary

2020 ◽  
Vol 6 (1) ◽  
pp. 129
Author(s):  
Afnan Mohammed AL-Ameri ◽  
Luqman Rababah
Keyword(s):  
Elementary School Students ◽  
Female Students ◽  
Test Method ◽  
Learning Ability ◽  
Fifth Grade ◽  
School Students ◽  
Positive Effects ◽  
Use Of Technology ◽  
Modern Methods ◽  
Post Test

The study aims at identifying the importance of using technology especially YouTube in the development of English vocabulary among elementary school students. Further, the current study aims at identifying students' levels of ability through the use of technology and modern methods used in education, specifically the use of YouTube. To achieve these objectives, a sample of thirty of fifth grade female students was chosen and divided equally and randomly into two groups. Pre-test and post-test method were used to measure the learning ability of these two groups. The results revealed that the use of YouTube increased the ability of students in learning new vocabulary which show that technology has positive effects on learning process. Based on these findings, it is recommended to integrate technological aids on the classrooms.

Sign in / Sign up

Export Citation Format

Share Document