Exploring student participation in teaching: An aspect of student health in school

Hammerin, Zofia; Andersson, Erik; Maivorsdotter, Ninitha

doi:10.1016/j.ijer.2018.09.007

Cited by 6 publications

(6 citation statements)

References 27 publications

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“…Such literature has focussed attention on the ways in which participation impacts positively on children's and young people's wellbeing and self-esteem. These include findings that support favourable links between student participation and self-efficacy, selfesteem, engagement with school, and improving school cultures and health (Hall, 2010;Hammerin et al, 2018;Mannion, 2010;Mitra & Gross, 2009;Pineada-Baez et al, 2019;Sprague Martinez et al, 2020). A promising study using a large scale stratified sample of students (N = 10,334) aged 10 -17 years in Ireland (de Róiste et al, 2012) found that student participation at school was positively associated with three indicators of social and emotional wellbeing: self-rated health, life satisfaction and happiness.…”

Section: Wellbeing As An Outcome Of Participationmentioning

confidence: 99%

Exploring the associations between student participation, wellbeing and recognition at school

Graham

Anderson

Truscott

et al. 2022

Cambridge Journal of Education

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Section: Wellbeing As An Outcome Of Participationmentioning

confidence: 99%

Exploring the associations between student participation, wellbeing and recognition at school

Graham

Anderson

Truscott

et al. 2022

Cambridge Journal of Education

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“…The findings, especially from qualitative studies (see Kostenius and Nyström, 2020;Quenzel and Ott, 2023), suggest that active co-design in the classroom and in teaching can also promote student well-being (H 4 ). Hammerin et al (2018) showed a positive relationship between active participation in teaching and a reduced stress experience among students. Smith et al (2010) indicated that experiencing autonomy in the classroom also leads to more positive attitudes toward school.…”

Section: Discussion Of the Results In Light Of The Hypothesesmentioning

confidence: 92%

“…In addition to these theoretical assumptions, some empirical findings suggest a connection between student well-being as well as a positive attitude toward school and participation (for example, Helwig and McNeil, 2010;Smith et al, 2010;Hammerin et al, 2018;Graham et al, 2022). Quantitative studies on the relationship between participation and well-being, however, are rare.…”

Section: The Concept Of Student Well-beingmentioning

confidence: 99%

Adolescents’ participation opportunities and student well-being in school

Ott,

Meusburger,

Quenzel

2023

Front. Educ.

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At school, it is important that young people are in an environment in which they feel well and have a positive attitude. To increase the positive attitude toward school as an indicator of the well-being of students, it is essential to know which factors influence it. Recent studies have indicated that participation opportunities at school might have a positive impact on the well-being of students. However, participation encompasses a wide range of different actions, decision-making processes, and forms of communication. This article explores different aspects of student participation—democratic school culture, active co-design, pseudo-participation, and the co-determination of students in the classroom and in teaching—and its relationships to student well-being. This article has an exploratory design and uses representative secondary data (n = 1,526) of students in the 8th to 10th grades in Vorarlberg (Austria) for a multilevel analysis to examine different aspects of student participation that promote or reduce student well-being. The results show that a democratic school culture has the strongest correlation with student well-being. Students’ co-determination and active co-design in the classroom and in teaching are also positively related to student well-being. Pseudo-participation has a weak negative effect on student well-being. The results suggest that in order to promote student well-being, it is important to increase the democratic culture of schools, to involve students in as many decisions as possible, and to let them have a real say in the class.

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“…Keating & Janmaat, 2016;Mager & Nowak, 2012;Reichert & Print, 2018;Rodríguez, Kohen, Delval & Messina, 2016). Oppilaiden koulussa tapahtuvalla osallistumisella voi olla myös positiivisia vaikutuksia oppilaiden terveyteen (Hammerin, Andersson & Maivorsdottir, 2018), kouluviihtyvyyteen ja koettuun hyvään akateemiseen suoriutumiseen, elämään tyytyväisyyteen ja onnellisuuteen (De Róiste, Kelly, Molcho, Gavin & Gabhainn, 2012). Lisäksi oppilaiden koulussa tapahtuvalla osallistumisella on yhteys vähäiseen kiusaamiseen (Ahlström, 2010;Mehta, Cornell, Fan & Gregory, 2013).…”

Section: Kouludemokratia Ja Tulevaisuusverstasunclassified

Tulevaisuusverstaan mahdollisuudet kouludemokratian toteuttamisen välineenä alakoulussa

Tujula

2022

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Artikkelin tavoitteena on tarkastella, miten kouludemokratian laveus, syvyys ja vaikuttavuus toteutuvat tulevaisuusverstastyöskentelyssä, ja mitkä tekijät mahdollistavat sen. Tutkimusaineisto koostuu yhden alakoulun rehtorin, opettajien ja oppilaiden teemahaastatteluista. Haastatteluita on analysoitu fenomenografista lähestymistapaa hyödyntäen. Analyysin perusteella tulevaisuusverstas on lupaava menetelmä kouludemokratian eri ulottuvuuksien toteutumiseen. Tutkimuskoulussa kaikki oppilaat pääsivät mukaan tulevaisuusverstastyöskentelyyn, oppilaat pystyivät vaikuttamaan moneen kouluyhteisönsä asiaan, ja heillä oli mahdollisuus nostaa haluamansa asiat päätöksentekoon. Kouludemokratian eri ulottuvuuksien toteutumisen mahdollistivat rehtorin antama tuki, asiantuntijaopettajan rooli muutoksen käynnistäjänä, oppilaiden vaikutusmahdollisuuksien kirjaaminen koulun opetussuunnitelmaan, velvoittavat vaikuttamisrakenteet, opettajien ohjaava rooli sekä kehittymishaluinen ja oppilasmyönteinen toimintakulttuuri. Tulosten perusteella tulevaisuusverstasta kannattaisi kokeilla muissakin alakouluissa. Future workshop as a tool for promoting school democracy in elementary school Abstract This study explores future workshop (FW) as a tool for promoting the breadth, depth, and range of school democracy. The data consists of one elementary school’s teachers’, principal’s, and students’ thematic interviews and it was analyzed using research methods typical for a phenomenographic study. The analysis suggests that FW is a good method to promote school democracy. FW involves all the students, and students have been able to affect schools’ matters and bring many matters into consideration. FW needs e.g. principal’s support, binding structures for student participation, and development-oriented school culture, to promote school democracy. FW could be tested more widely in elementary schools. Keywords: future workshop, participation, school democracy

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Exploring student participation in teaching: An aspect of student health in school

Cited by 6 publications

References 27 publications

Exploring the associations between student participation, wellbeing and recognition at school

Exploring the associations between student participation, wellbeing and recognition at school

Adolescents’ participation opportunities and student well-being in school

Tulevaisuusverstaan mahdollisuudet kouludemokratian toteuttamisen välineenä alakoulussa

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