Drug Prevention by Increasing Self-Esteem: Influence of Teaching Approaches and Gender on Different Consumption Groups

Heyne, Thomas; Franz, X Bogner

doi:10.5430/wje.v3n1p1

Cited by 2 publications

(1 citation statement)

References 35 publications

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“…A highly controlled learning deprives the student of the chance to master the classroom challenge and to enjoy the experience of self-efficacy. Learning occurs more passively than it is actively worked on, which might lead to decreasing motivation and a desire to learn (Heyne & Bogner, 2010;Heyne & Franz, 2013;Marth & Bogner, 2017b;Schmid & Bogner, 2017). A work environment focusing on results and testable knowledge may stifle creativity, and in highly organized closed learning environments often a part of the class is less stimulated or encouraged, for example, because of the type of learner or the gender.…”

Section: Structural Equation Modelmentioning

confidence: 99%

STEAM teaching professional development works: effects on students’ creativity and motivation

Conradty

Bogner

2020

Smart Learn. Environ.

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A promising way to bring STEAM (STEM enriched with Arts) into classrooms is the Professional Development (PD) path. Its main difference to a usual PD lies in the introduction of creativity with its social skills rather than just on cognitive learning, and thus in STEAM teaching, teachers need training in new ways of teaching. In order to establish STEAM in everyday school life, an effective PD is required to go beyond one-time interventions, which seldom work sustainably. After our course schedule, the participating teachers were supposed to apply their expertise in their next school year’s classroom. The provided material ensured the teachers to work regularly with STEAM, and as the involved teachers were supposed to recapitulate and consolidate their STEAM skills in their classroom work. Following the PD goals, the students (N = 550) of the participating teachers were monitored for scientific motivation and creativity in order to examine the PD effects. For the analysis, we calculated canonical correlations to confirm the association between creativity and motivation. The structural equation model (SEM) confirmed the model that with STEAM creativity has a positive effect on motivation: A long-term PD that is integrated into school life is an appropriate socio-cultural sustainability entry to promote creativity in classrooms. Through creativity, apparently, students’ self-efficacy increase. In conclusion, integrating creativity into education via PD works and may provide a promising channel to multiplication into further science classrooms, which is discussed in the conclusions.

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Section: Structural Equation Modelmentioning

confidence: 99%

STEAM teaching professional development works: effects on students’ creativity and motivation

Conradty

Bogner

2020

Smart Learn. Environ.

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Defining Life Skills in health promotion at school: a scoping review

Darlington-Bernard,

Salque,

Masson

et al. 2023

Front. Public Health

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BackgroundLife Skills have been central to Health Promotion interventions and programmes with children and adolescents for over 40 years. School is a strategic setting for Life Skills education. Recently, policy-and decision-makers have focused on Life Skills development for youth. Research on Life Skills has gained momentum. Different terms are used to discuss and define Life Skills. Research identifies a lack of conceptual definition. The purpose of this study is to identify the definitions in the literature in English and French, and to reach a conceptual and consensual definition.MethodThe Scoping Review methodology was used. Three research questions aim to identify how Life Skills are defined in the field of health promotion at school, to see whether a conceptual and consensual definition exists, and, if relevant, to propose a conceptual definition. The search was conducted in 5 databases by 3 reviewers. This study focused on full-text publications in English or French, human studies, health promotion in school, school pupils, teacher training, and with a definition of Life Skills. Publications on after-school activities, higher education outside teacher training, adult education, other than peer-reviewed scientific papers were excluded.Results48 publications were included in English and 7 in French. NVIVO was used to determine and compare the French and English terms used for Life Skills and their definitions. According to the three research questions, (i) the terms used to define Life Skills are diverse and numerous, with different purposes at school in relation to health promotion, and different taxonomies, and relate to different areas of research; (ii) no consensual, conceptual definition of Life Skills was found; (iii) further semantic, epistemological and ontological clarifications are required.ConclusionSome conceptual definitions of Life Skills exist without consensus. Life Skills being at the crossroads between different fields could explain this and is illustrated by the multiplicity and diversity of the terms employed, and the various taxonomies and purposes used at school in health promotion. This may also explain why they are difficult to evaluate. Defining Life Skills consensually cannot be achieved due to the diversity of research perspectives from different fields.

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Drug Prevention by Increasing Self-Esteem: Influence of Teaching Approaches and Gender on Different Consumption Groups

Cited by 2 publications

References 35 publications

STEAM teaching professional development works: effects on students’ creativity and motivation

STEAM teaching professional development works: effects on students’ creativity and motivation

Defining Life Skills in health promotion at school: a scoping review

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