Effects of a non-instructional prosocial intervention program on children’s metacognition skills and quality of life

Ayumi Umino; Jesper Dammeyer

doi:10.1016/j.ijer.2016.05.004

Effects of a non-instructional prosocial intervention program on children’s metacognition skills and quality of life

6 Citationer (Scopus)

Abstract

This preliminary study aimed to investigate the relationship between a non-instructional prosocial experience (helping others) intervention program and children’s metacognition and quality of life in a school setting. During the 10 week intervention the children sat goals concerning helping others (planning), helped each other (acting) and evaluated their own performance (self-evaluation). Overall results showed that children’s overall quality of life and self-esteem were significantly higher after intervention compared to before. No changes on metacognitive skills were found; however, evaluating girls and boys independently, boys scored significantly higher on evaluation of metacognitive awareness after the intervention compared to before. The importance of supporting student́s prosocial experience and self-evaluation at school are discussed.

Originalsprog	Engelsk
Tidsskrift	International Journal of Educational Research
Vol/bind	78
Sider (fra-til)	24-31
ISSN	0883-0355
DOI	https://doi.org/10.1016/j.ijer.2016.05.004
Status	Udgivet - 26 maj 2016

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AU - Umino, Ayumi

AU - Dammeyer, Jesper

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N2 - This preliminary study aimed to investigate the relationship between a non-instructional prosocial experience (helping others) intervention program and children’s metacognition and quality of life in a school setting. During the 10 week intervention the children sat goals concerning helping others (planning), helped each other (acting) and evaluated their own performance (self-evaluation). Overall results showed that children’s overall quality of life and self-esteem were significantly higher after intervention compared to before. No changes on metacognitive skills were found; however, evaluating girls and boys independently, boys scored significantly higher on evaluation of metacognitive awareness after the intervention compared to before. The importance of supporting student́s prosocial experience and self-evaluation at school are discussed.

AB - This preliminary study aimed to investigate the relationship between a non-instructional prosocial experience (helping others) intervention program and children’s metacognition and quality of life in a school setting. During the 10 week intervention the children sat goals concerning helping others (planning), helped each other (acting) and evaluated their own performance (self-evaluation). Overall results showed that children’s overall quality of life and self-esteem were significantly higher after intervention compared to before. No changes on metacognitive skills were found; however, evaluating girls and boys independently, boys scored significantly higher on evaluation of metacognitive awareness after the intervention compared to before. The importance of supporting student́s prosocial experience and self-evaluation at school are discussed.

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DO - 10.1016/j.ijer.2016.05.004

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JO - International Journal of Educational Research

JF - International Journal of Educational Research

ER -

Effects of a non-instructional prosocial intervention program on children’s metacognition skills and quality of life

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