Positive Education in Daily Teaching, the Promotion of Wellbeing, and Engagement in a Whole School Approach: A Clustered Quasi-Experimental Trial

Autor/inn/en	Goldberg, Jochem M.; Sommers-Spijkerman, Marion P. J.; Clarke, Aleisha M.; Schreurs, Karlein M. G.; Bohlmeijer, Ernst T.
Titel	Positive Education in Daily Teaching, the Promotion of Wellbeing, and Engagement in a Whole School Approach: A Clustered Quasi-Experimental Trial
Quelle	In: School Effectiveness and School Improvement, 33 (2022) 1, S.148-167 (20 Seiten)Infoseite zur Zeitschrift PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Goldberg, Jochem M.) ORCID (Schreurs, Karlein M. G.) ORCID (Bohlmeijer, Ernst T.)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0924-3453
DOI	10.1080/09243453.2021.1988989
Schlagwörter	Foreign Countries; Positive Attitudes; Well Being; Psychology; Learner Engagement; Program Evaluation; Elementary School Students; Holistic Approach; Educational Practices; Netherlands + Suchen Sie Ihr Suchwort? Ausland; Well-being; Wellness; Wohlbefinden; Psychologie; Programme evaluation; Programmevaluation; Holistischer Ansatz; Bildungspraxis; Niederlande
Abstract	In the current study, a Dutch whole school Positive Education Programme (PEP) was investigated. PEP is a bottom-up programme, aimed at shifting teacher's attention from solely focusing on learning outcomes towards a more comprehensive approach that takes the wellbeing and engagement of students during classes into account. PEP was investigated through a clustered quasi-experimental trial. Four primary schools, 639 pupils, were included, of which two were allocated to PEP. Multilevel analyses showed no significant differences on any of the outcomes. However, the data indicated a trend towards more engagement in the intervention schools (p = 0.09). Also, at post-measurement, the proportion of sufficiently engaged students was significantly higher in the intervention schools. Although it seems too premature to draw conclusions regarding the effectiveness of such a whole school approach, the findings on engagement are promising and have the potential to engender a wide range of other beneficial outcomes. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01