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| Autor/inn/en | Raynham, Helen; Jinks, Gordon |
|---|---|
| Titel | Do Teaching Staff in Primary Schools Perceive Any Impacts of School-Based Counselling on School Engagement? |
| Quelle | In: British Journal of Guidance & Counselling, 50 (2022) 2, S.230-247 (18 Seiten)Infoseite zur Zeitschrift
PDF als Volltext |
| Sprache | englisch |
| Dokumenttyp | gedruckt; online; Zeitschriftenaufsatz |
| ISSN | 0306-9885 |
| DOI | 10.1080/03069885.2021.1904502 |
| Schlagwörter | Elementary School Teachers; Teacher Aides; Program Effectiveness; Counseling; Learner Engagement; Foreign Countries; Social Behavior; Psychological Patterns; Cognitive Processes; Teacher Attitudes; United Kingdom (England) |
| Abstract | Teaching assistants and teachers (N = 186) in Cambridgeshire primary schools in the UK were invited to participate in a survey to explore the perceived impact of school-based counselling (SBC) on pupils' cognitive, social, and emotional engagement. Participants were also asked which of these factors they believed were most important to a child's educational progress. T-tests and one-way ANOVAs were conducted to explore the findings. Perceived effects of SBC were greatest on pupils' social engagement (M = 18.05, SD = 4.17), followed by emotional engagement (M = 16.71, SD = 5.24) and cognitive engagement (M = 15.08, SD = 3.96). Emotional engagement was reported as the most important factor in a child's educational progress X[superscript 2][subscript (2, n = 169)] = 77.834, p < 0.0001. (As Provided). |
| Anmerkungen | Routledge. Available from: Taylor & Francis, Ltd. 530 Walnut Street Suite 850, Philadelphia, PA 19106. Tel: 800-354-1420; Tel: 215-625-8900; Fax: 215-207-0050; Web site: http://www.tandf.co.uk/journals |
| Erfasst von | ERIC (Education Resources Information Center), Washington, DC |
| Update | 2024/1/01 |
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