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Development and pilot evaluation of a universal intervention – Enhancing resilience in culturally and linguistically diverse primary school classrooms

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Development and pilot evaluation of a universal intervention – Enhancing resilience in culturally and linguistically diverse primary school classrooms. / Higgen, Sanna; Mösko, Mike-Oliver.

in: INT J EDUC RES, Jahrgang 108, 101757, 2021.

Publikationen: SCORING: Beitrag in Fachzeitschrift/Zeitung › SCORING: Zeitschriftenaufsatz › Forschung › Begutachtung

Harvard

Higgen, S & Mösko, M-O 2021, 'Development and pilot evaluation of a universal intervention – Enhancing resilience in culturally and linguistically diverse primary school classrooms', INT J EDUC RES, Jg. 108, 101757. https://doi.org/10.1016/j.ijer.2021.101757

APA

Higgen, S., & Mösko, M-O. (2021). Development and pilot evaluation of a universal intervention – Enhancing resilience in culturally and linguistically diverse primary school classrooms. INT J EDUC RES, 108, [101757]. https://doi.org/10.1016/j.ijer.2021.101757

Vancouver

Higgen S, Mösko M-O. Development and pilot evaluation of a universal intervention – Enhancing resilience in culturally and linguistically diverse primary school classrooms. INT J EDUC RES. 2021;108. 101757. https://doi.org/10.1016/j.ijer.2021.101757

Bibtex

@article{a55334300cd5426499eb37feb67b3107,
title = "Development and pilot evaluation of a universal intervention – Enhancing resilience in culturally and linguistically diverse primary school classrooms",
abstract = "Enhancing resilience in children with classroom-based interventions can increase their psychosocial well-being. This study describes the development and pilot evaluation of a universal intervention directed at promoting resilience in culturally and linguistically diverse classes. Two third grade and one fourth grade class were included (N = 60). The main goal was to test the feasibility of the intervention. Preliminary quantitative results were obtained on resilience, quality of life and behaviour. The intervention was evaluated positively by teachers and students enjoyed participating. There was no significant influence on resilience. Total quality of life, Self-Esteem and Psychological Well-Being were increased in boys but not in girls. The intervention should be tested in a larger study including a control group and follow-up measure.",
author = "Sanna Higgen and Mike-Oliver M{\"o}sko",
year = "2021",
doi = "10.1016/j.ijer.2021.101757",
language = "English",
volume = "108",
journal = "INT J EDUC RES",
issn = "0883-0355",
publisher = "Elsevier BV",

}

RIS

TY - JOUR

T1 - Development and pilot evaluation of a universal intervention – Enhancing resilience in culturally and linguistically diverse primary school classrooms

AU - Higgen, Sanna

AU - Mösko, Mike-Oliver

PY - 2021

Y1 - 2021

N2 - Enhancing resilience in children with classroom-based interventions can increase their psychosocial well-being. This study describes the development and pilot evaluation of a universal intervention directed at promoting resilience in culturally and linguistically diverse classes. Two third grade and one fourth grade class were included (N = 60). The main goal was to test the feasibility of the intervention. Preliminary quantitative results were obtained on resilience, quality of life and behaviour. The intervention was evaluated positively by teachers and students enjoyed participating. There was no significant influence on resilience. Total quality of life, Self-Esteem and Psychological Well-Being were increased in boys but not in girls. The intervention should be tested in a larger study including a control group and follow-up measure.

AB - Enhancing resilience in children with classroom-based interventions can increase their psychosocial well-being. This study describes the development and pilot evaluation of a universal intervention directed at promoting resilience in culturally and linguistically diverse classes. Two third grade and one fourth grade class were included (N = 60). The main goal was to test the feasibility of the intervention. Preliminary quantitative results were obtained on resilience, quality of life and behaviour. The intervention was evaluated positively by teachers and students enjoyed participating. There was no significant influence on resilience. Total quality of life, Self-Esteem and Psychological Well-Being were increased in boys but not in girls. The intervention should be tested in a larger study including a control group and follow-up measure.

U2 - 10.1016/j.ijer.2021.101757

DO - 10.1016/j.ijer.2021.101757

M3 - SCORING: Journal article

VL - 108

JO - INT J EDUC RES

JF - INT J EDUC RES

SN - 0883-0355

M1 - 101757

ER -