Effects of a Danish Student-Centered Prosocial Intervention Program Among Japanese Children

Ayumi Umino; Jesper Dammeyer

doi:10.1111/jpr.12183

Effects of a Danish Student-Centered Prosocial Intervention Program Among Japanese Children

2 Citations (Scopus)

Abstract

Japan and Denmark represent two different educational cultures. Where Danish students in general report high scores on self-esteem, Japanese children report low. A student-centered and interaction-based prosocial intervention program that was designed according to Danish educational culture was administered to children aged 11–12 years in Japan. Questionnaires measuring the children’s quality of life (QoL) and metacognitive awareness were applied. Overall, the results showed that the student-centered intervention improved the emotional well-being aspect of QoL among Japanese boys. In contrast, Japanese boys’ scores on the declarative knowledge of metacognitive regulation declined. The teachers’ attitudes towards the intervention program were analyzed by use of interviews. The effect of the student-centered intervention program is discussed with respect to the educational cultures in Japan.

Original language	English
Journal	Japanese Psychological Research
Volume	60
Issue number	2
Pages (from-to)	77-86
Number of pages	10
ISSN	0021-5368
DOIs	https://doi.org/10.1111/jpr.12183
Publication status	Published - Apr 2018

Keywords

cultural differences in educational intervention
Japanese children's well-being
metacognition
prosocial behavior

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title = "Effects of a Danish Student-Centered Prosocial Intervention Program Among Japanese Children",

abstract = "Japan and Denmark represent two different educational cultures. Where Danish students in general report high scores on self-esteem, Japanese children report low. A student-centered and interaction-based prosocial intervention program that was designed according to Danish educational culture was administered to children aged 11–12 years in Japan. Questionnaires measuring the children{\textquoteright}s quality of life (QoL) and metacognitive awareness were applied. Overall, the results showed that the student-centered intervention improved the emotional well-being aspect of QoL among Japanese boys. In contrast, Japanese boys{\textquoteright} scores on the declarative knowledge of metacognitive regulation declined. The teachers{\textquoteright} attitudes towards the intervention program were analyzed by use of interviews. The effect of the student-centered intervention program is discussed with respect to the educational cultures in Japan.",

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author = "Ayumi Umino and Jesper Dammeyer",

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AU - Umino, Ayumi

AU - Dammeyer, Jesper

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AB - Japan and Denmark represent two different educational cultures. Where Danish students in general report high scores on self-esteem, Japanese children report low. A student-centered and interaction-based prosocial intervention program that was designed according to Danish educational culture was administered to children aged 11–12 years in Japan. Questionnaires measuring the children’s quality of life (QoL) and metacognitive awareness were applied. Overall, the results showed that the student-centered intervention improved the emotional well-being aspect of QoL among Japanese boys. In contrast, Japanese boys’ scores on the declarative knowledge of metacognitive regulation declined. The teachers’ attitudes towards the intervention program were analyzed by use of interviews. The effect of the student-centered intervention program is discussed with respect to the educational cultures in Japan.

KW - cultural differences in educational intervention

KW - Japanese children's well-being

KW - metacognition

KW - prosocial behavior

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SP - 77

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JO - Japanese Psychological Research

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IS - 2

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Effects of a Danish Student-Centered Prosocial Intervention Program Among Japanese Children

Abstract

Keywords

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