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, Vol. 108, 101757, 2021.Research output: SCORING: Contribution to journal › SCORING: Journal article › Research › peer-review
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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 -