04 SES 16 D, Positive Education for Disadvantaged Students around the Globe
A theoretical framework – the “school-related engine model of well-being” (Harzer, Weber, & Huebner, 2017) will be introduced as a useful tool to identify aspects relevant to support and promote underprivileged students. This model is based on an approach by Jayawickreme, Forgeard, and Seligman (2012) that distinguishes inputs, processes, and outcomes of human well-being broadly construed. (1) Inputs are resources that enable well-being, and can be represented as exogenous factors (e.g., family income, access to education, neighborhood), and as endogenous factors (e.g., individuals’ personality like character strengths, hope, neuroticism). (2) Processes include internal states or mechanisms that influence well-being (e.g., mood, emotions, cognitions). (3) Such processes, in turn, lead individuals to outcomes that reflect the attainment of well-being (e.g., meaningful activities, positive accomplishments) (cf. Jayawickreme et al., 2012). Harzer et al. (2017) adapted this approach and presented a school-related engine model of well-being that (1) focuses on inputs (e.g., perseverance, leadership), processes (e.g., satisfaction, self-efficacy beliefs), and outcomes (e.g., achievement, engagement) on both teacher level and student level, (2) highlights that all inputs, processes, and outcomes are reciprocally related within the levels, and (3) emphasizes possible interactions between teacher level and student level. An overview of relevant results will be presented highlighting the meaningful interplay between inputs, processes, and outcomes. For example, disadvantageous exogenous inputs like poverty have a negative impact on outcomes like academic achievement (McLoyd, 1998). Research also showed that poverty is negatively associated with processes like academic self-esteem and liking for school as well as positively related to intrinsic academic motivation (Battistich, Solomon, Kim, Watson, & Schaps, 1995). The discussion will give a special emphasis on the relevance of this model for underprivileged students as well as theoretical and practical implications. For example, aspects like student-teacher relationship (as exogenous input), character strengths (as endogenous inputs), and self-efficacy (as process) can be fostered in order to promote underprivileged students’ school satisfaction and academic achievement.
Battistich, V., Solomon, D., Kim, D., Watson, M., & Schaps, E. (1995). Schools as communities, poverty levels of student populations, and students' attitudes, motives, and performance: A multilevel analysis. American Educational Research Journal, 32, 627-658. doi:10.3102/00028312032003627 Harzer, C., Weber, M., & Huebner, E. S. (2017). School as a positive learning and working environment. In S. J. Lopez, & C. R. Snyder, The Oxford handbook of positive psychology (3rd ed.). New York, NY: Oxford University Press. doi:10.1093/oxfordhb/9780199396511.013.45 Jayawickreme, E., Forgeard, M. J. C., & Seligman, M. E. P. (2012). The engine of well- being. Review of General Psychology, 16, 327-342. doi:10.1037/a0027990 McLoyd, V. C. (1998). Socioeconomic disadvantage and child development. American Psychologist, 53, 185-204. doi:10.1037/0003-066X.53.2.185
00. Central Events (Keynotes, EERA-Panel, EERJ Round Table, Invited Sessions)
Network 1. Continuing Professional Development: Learning for Individuals, Leaders, and Organisations
Network 2. Vocational Education and Training (VETNET)
Network 3. Curriculum Innovation
Network 4. Inclusive Education
Network 5. Children and Youth at Risk and Urban Education
Network 6. Open Learning: Media, Environments and Cultures
Network 7. Social Justice and Intercultural Education
Network 8. Research on Health Education
Network 9. Assessment, Evaluation, Testing and Measurement
Network 10. Teacher Education Research
Network 11. Educational Effectiveness and Quality Assurance
Network 12. LISnet - Library and Information Science Network
Network 13. Philosophy of Education
Network 14. Communities, Families and Schooling in Educational Research
Network 15. Research Partnerships in Education
Network 16. ICT in Education and Training
Network 17. Histories of Education
Network 18. Research in Sport Pedagogy
Network 19. Ethnography
Network 20. Research in Innovative Intercultural Learning Environments
Network 22. Research in Higher Education
Network 23. Policy Studies and Politics of Education
Network 24. Mathematics Education Research
Network 25. Research on Children's Rights in Education
Network 26. Educational Leadership
Network 27. Didactics – Learning and Teaching
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