Session Information
08 SES 9.5 PE/PS, Poster Exhibition / Poster Session
Contribution
During the course of a quasi-experimental study, taking place over a period of two school years, teachers were trained as mediators to apply health promoting strategies in class. The strategies aim to increase student self-efficacy at school and social self-efficacy, as well as to reduce the stress experienced by students in three schools in Berlin. The program consists of six modules, which include the following themes: classroom climate, transparency, space for learning and achievement, self-determination, cooperative learning and self-regulation. Each module begins with a workshop in which the staff of the intervention classes is made familiar with the teaching strategies of the specific module subject. This is followed by an implementation phase lasting three months in which the teaching staff receives intensive support (counseling, class visits and team meetings).
The level of implementation of the health related measures is of central importance to the efficacy of a program (Durlak & DuPre, 2008; Mihalic, 2004).Referring to the module “transparency paper”, the following question will be analyzed: in what way do differences in the perceived implementation level lead to differential changes in class experience and health related outcomes (e.g. stress and self-efficacy) in students over the course of the first project year.
Transparency papers are to be handed out to the students one to two weeks before class exams and contain the following information: (1) Transparency of requirements: students know the learning objectives, preparation aids and required forms; (2) Transparency of evaluation criteria: students know how requirements are being weighed and which scores represent the grades.
Transparency reduces stress before and within situations of performance and promotes self efficacy through an increased sense of achievement.
Method
Expected Outcomes
References
Bühner (2006). Einführung in die Test- und Fragebogenkonstruktion. München: Pearson Studium. Durlak, J.A & DuPre, E.P. (2008). Implementation matters: a review of research on the influence of implementation on program outcomes and the factors affecting implementation. American Journal of Community Psychology, 41 (3-4), p. 321-350. Dusenbury, L., Brannigan, R., Falco, M. & Hansen, W.B. (2003). A review of research on fidelity of implementation: implications for drug abuse prevention in school settings. Health Education Research, 18, p. 237-256. Jerusalem, M. (1990). Persönliche Ressourcen, Vulnerabilität und Streßerleben. Göttingen: Hogrefe.; Jerusalem, M. & Satow, L. (1999). Schulbezogene Selbstwirksamkeit. In R. Schwarzer & M. Jerusalem (Hrsg.), Skalen zur Erfassung von Lehrer- und Schülermerkmalen (p. 18-19). Berlin: Institut für Psychologie, Freie Universität Berlin. Jerusalem, M., Klein-Heßling, J. & Mittag, W. (2003). Gesundheitsförderung und Prävention im Kindes- und Jugendalter. Zeitschrift für Gesundheitswissenschaften, 11, p. 247-262. King, J. A., Lyons Morris, L. & Fitz-Gibbon, Carol-Taylor (1987). How to assess program implementation. Sage Publications: Thousand Oaks. McGraw, S.A., Sellers, D., Stone, E., Resnicow, K.A., Kuester, S., Fridinger, F. & Wechsler, H. (2000). Measuring implementation of school programs and policies to promote healthy eating and physical activity among youth. Preventive Medicine, 31, p. 86-97. Mihalic, S. (2002). The importance of implementation fidelity. Boulder, Colorado: Center for the Study and Prevention of Violence. Mittag, W. & Jerusalem, M. (1999). Gesundheitsförderung bei Kindern und Jugendlichen. In B. Röhrle & G. Sommer (Hrsg.), Prävention und Gesundheitsförderung (p. 161-179). Tübingen: dgvt-Verlag. Rheinberg, F. & Krug, S. (1993). Motivationsförderung im Schulalltag. Göttingen: Hogrefe. Strittmatter, P. (1997). Schulangstreduktion. Abbau von Angst in schulischen Leistungssituationen. Luchterhand: Neuwied.
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