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Meta-Analysis of Educational Interventions Addressing Conscientiousness Facets
Abstract
In Chap. 3 we discussed the malleability of personality traits and trait facets by therapeutic interventions and showed that the effects of such interventions are not sufficiently impressive to warrant inclusion of personality development in school curricula. In this chapter, we will further test this conclusion by focusing on the effects of educational interventions on the trait conscientiousness and its underlying facets.
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Background: There is a growing literature providing evidence on the importance of non-cognitive skills for life outcomes. However, to date there is limited evidence on the gains from incorporating such measures into large-scale competence surveys.
Methods: We investigate the relationship between personality traits and eight important life outcomes: educational attainment, labour market participation, employability, wages, job satisfaction, health, trust and life satisfaction measured in the Polish follow-up study to PIAAC. The study assesses two short scales: the Big Five Inventory and Grit. First, we compare explanatory power of personality traits to that of cognitive skills measured by PIAAC. Second, an incremental validity of Grit after controlling for the Big Five dimensions is assessed.
Results: The analyses show that differences in personality traits are important in explaining differences in life outcomes. Educational attainment is more strongly related to cognitive skills, while for wages, the explanatory power of personality and cognitive skills is similar. For most of the subjective outcomes, the Big Five traits outperform cognitive skills in predictive power. Conscientiousness is positively related to most of the outcomes analysed while Neuroticism has a negative relationship. After controlling for sociodemographic characteristics and cognitive skills, Big Five traits add explanatory power to all models except for employability. Grit explains some additional variation in educational attainment and in a number of subjective outcomes: health, trust, job and life satisfaction, even after adjusting for the effects of cognitive skills and Big Five traits.
Conclusions: Given the potential benefits and relatively small burden on respondents in terms of required time it seems advisable to incorporate measures of personality traits into competence surveys as they contribute to explaining the variability in policy-relevant outcomes. The use of the Big Five Inventory seems preferable to Grit when a broad range of life outcomes is of interest, as the former covers multiple aspects of personality. However, using both scales offers an improvement in explanatory power.
Keywords: PIAAC, Cognitive skills, Personality, Grit, Earnings, Health, Well-being, Perseverance of effort, Consistency of interest
The performance of school children has been studied by considering partial relationships between several personal variables such as the link between cognition and motivation. However, contextual variables, such as a child’s willingness to accept social responsibility, also influence students’ social and academic performance. Thus, students with greater responsibility have a better attitude toward their studies, resulting in higher academic achievement. This 2-year study aims to reveal to what extent an intervention program affects student performance and is based on the Theory of Positive Action among young people proposed by Don Hellison and the Theory of Reasoned Action by Fishbein and Ajzen. The program focuses on positive influences on social and personal responsibility, taking into consideration parental styles, gender, and academic performance. The program was a part of the educational curricula in participating schools and it targeted four main areas: (a) teaching units using academic texts about social responsibility, (b) student training in mediation processes, (c) teacher training, and (d) family training and involvement. A total of 271 students took part from first and second year of Secondary Education (12–14 years old). The experimental group was made up of 132 students while the remaining 139 formed the control group. All participants completed the Assessment Scale of Social Responsibility Attitudes in Secondary Education and the Parent–Adolescent Communication Scale. Results show that students in the experimental group performed significantly better than those in the control group. Additionally, the issue of social responsibility seems to be related to commitment, self-discipline and perseverance. Regarding gender, males appear to score higher in the factor for well-mannered, friendly and tidy. Finally, a positive relationship has been identified between social responsibility attitudes and parenting with an open communicational style. This paper discusses the results so that schools can include programs aimed at improving social and personal responsibility.
The present paper investigates the power of personality to predict important life outcomes in the context of the Programme for the International Assessment of Adult Competencies (PIAAC). On the most global level, personality can be described by the Big Five dimensions, Extraversion, Agreeableness, Conscientiousness, Emotional Stability, and Openness to Experience. These five dimensions were assessed in the German PIAAC longitudinal study (N = 4,122) and can thus be directly related to the central competence and outcome indicators measured in PIAAC. In a first step, we report the relationships between the Big Five dimensions and the basic competencies literacy and numeracy. In a second step, we investigate the extent to which the five personality dimensions can contribute to explaining six important life outcomes, above and beyond competencies and sociodemographic characteristics. Our results indicate that personality is substantially related to all six life outcomes. The portion of variance explained by personality was similar to, and sometimes larger than, that explained by competencies. After adjusting for competencies, personality was incrementally predictive of life satisfaction and health, in particular, and, to a lesser extent, of educational attainment, employment status, and income. The only outcome of which personality was not incrementally predictive over and above competencies was participation in continuing education. Overall, these findings highlight the merit of including measures for the Big Five personality domains in upcoming cycles of PIAAC.
This article reports the results of a quasi-experimental study conducted to examine the efficacy of a new time management intervention designed for high school students. Participants were 149 students from a highly selective private high school in the northeastern United States who were in the ninth grade. Half of the students participated in a 5-week intervention, which involved an assessment of time management, feedback, and action plans, and 5 weekly homework assignments. After the intervention, academic advisors who were blind to condition rated student time management behaviors. Ratings were higher for the treatment group than for the control group. This difference reached significance for students who began the intervention low in time management skills. Implications and suggestions for improving the intervention are discussed.
Learning in higher education provides students with a high degree of autonomy and therefore requires them to self-regulate their learning. However, not every student copes effectively with this autonomy. Particularly, self-monitoring plays a pivotal role. With this study, we investigated
the effect of a standardized electronic learning diary on self-regulation competence in the context of an academic teacher training program. The diary was used (a) as an online assessment tool to register self-regulation, motivational, and volitional states over time and (b) as an instrument
for implicit intervention aimed at improving self-monitoring. In a pretest–posttest control group design, we compared two courses (N = 65) over one study term, one course serving as the experimental group (EG) with learning diaries. The EG showed higher gains in metacognitive
attitude scores; additional process analyses revealed a positive trend for estimated learning efficacy. Results suggest that the intervention could benefit from explicit training to strengthen the effects.
Multisite research designs involving cluster randomization are becoming increasingly important in educational and behavioral research. Researchers would like to compute effect size indexes based on the standardized mean difference to compare the results of cluster-randomized studies (and corresponding quasi-experiments) with other studies and to combine information across studies in meta-analyses. This article addresses the problem of defining effect sizes in multilevel designs and computing estimates of those effect sizes and their standard errors from information that is likely to be reported in journal articles. Three effect sizes are defined corresponding to different standardizations. Estimators of each effect size index are also presented along with their sampling distributions (including standard errors).
A correlational study examined relationships between motivational orientation, self-regulated learning, and classroom academic performance for 173 seventh graders from eight science and seven English classes. A self-report measure of student self-efficacy, intrinsic value, test anxiety, self-regulation, and use of learning strategies was administered, and performance data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were positively related to cognitive engagement and performance. Regression analyses revealed that, depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as the best predictors of performance. Intrinsic value did not have a direct influence on performance but was strongly related to self-regulation and cognitive strategy use, regardless of prior achievement level. The implications of individual differences in motivational orientation for cognitive engagement and self-regulation in the classroom are discussed. (PsycINFO Database Record (c) 2012 APA, all rights reserved)
The main purpose of this study was to investigate the effect of perceived parenting styles on self-regulated learning strategies and motivational beliefs. The participants were 350 eighth grade students in a primary school. Perceived parenting styles were determined by utilizing the Parenting Styles Scale developed by Lamborn, Mounts, Steinberg and Dornbusch (1991). The students' self-regulated learning strategies and motivational beliefs were measured using the Motivated Strategies for Learning Questionnaire developed by Pintrich and De Groot (1990). The results revealed that those dimensions of self-regulated learning related to the intrinsic value of study, self efficacy, cognitive and metacognitive self-regulated learning strategies were influenced by parenting styles. Students with authoritative parents were found to use more self-regulated learning strategies than those with authoritarian, indulgent and neglectful parents. However, the students with indulgent parents were found to use more cognitive and metacognitive strategies than those with authoritarian and neglectful parents. This study also indicated that the self-efficacy of students with authoritative parents is higher than that found among the students with indulgent, authoritarian and neglectful parents; and they experience less test anxiety than do the students with authoritarian parents.
After the effectiveness of self-regulation training outside school was demonstrated, a self-regulation intervention was developed
to foster the learning achievement in regular math classes. Based on the theoretical framework of self-regulated learning,
self-regulation training was integrated into a math class unit. The evaluation of the intervention concerning 53 sixth-grade
students took place in a pretest/posttest-control-group design. One teacher taught one class (control group) merely mathematical
topics and another class (experimental group) in the same subject combined with self-regulative strategies. The results revealed
that it is possible to support self-regulation competencies and mathematical achievement by self-regulation interventin within
regular mathematics lessons of 6th-grade students.
Envisageant la discussion sur l'effectivité d'entraîner l'autorégulation en dehors de l'enseignement scolaire, un programme
d'intervention fut conçu à fin d'améliorer l'autorégulation académique des collégiens dans le cadre de l'enseignement régulier.
Fondé à la théorie d'apprentissage autorégulé, une intervention qui se penche sur l'autorégulation fut intégrée dans une unité
de leçons de mathématiques. L'évaluation de l'intervention pour 53 élèves de la cinquième eût lieu dans le contexte d'un design
prétest-intervention-posttest avec un groupe contrôle. Dans une des deux classes (groupe contrôle), le professeur enseigna
exclusivement des mathématiques; dans l'autre classe (groupe expérimental), elle enseigna la même matière ajoutant l'enseignement
des stratégies d'autorégulation. Les résultats indiquent que les compétences de l'autorègulation et la performance en mathématiques
peuvent être améliorées par une intervention d'autorégulation en classes régulières de mathématiques.
The purposes of this study were, on one had, to determine the impact of a peer tutoring program on preventing academic failure
and dropouts among first-year students (N=100), from Civil Engineering, Economics, Pharmacy, and Chemical Engineering careers; while, on the other hand, to identify
the potential benefits of such tutoring program on the cognitive and metacognitive learning strategies and social skills of
student mentors in their last year of studies or already in a postgraduate program (N=41) at the University of Granada (Spain). After building and selecting the measurement instruments necessary to gather
demographic and academic relevant information on both samples, and assigning first-year students to either an experimental
or control group, the intervention consisted of ten 90-min tutoring sessions during the first semester lead by student tutors
who, in turn, had undergone four 3-h training sessions on tutoring contents like planning and time management, cognitive and
metacognitive learning strategies, motivational strategies and the use of materials designed ad hoc for this program. The results show differences in favour of the treatment group on grade point average, performance rate,
success rate and learning strategies and, also, statistically significant pre-post differences for the tutors on learning
strategies and social skills.
KeywordsPeer tutoring–Higher education–Academic performance–Cognitive strategies–Metacognitive strategies–Social skills
A study on classroom based training of self-regulated learning was conducted with fourth grade pupils attending German public
schools. The participating classes were assigned randomly to either a training group or a control group. The pupils in the
training group received 5weeks of training, as depicted by Zimmerman, Bonner, & Kovach (American Educational Research Journal
31:845-862 1996), during normal classroom instruction and homework activities. Training effects were confirmed for various skills associated
with self-regulation, motivation and performance. By reviewing the solution rates to daily assignments with the help of hierarchical
linear models, a linear growth in the solution rates over the course of the 5weeks was proven, which weakened towards the
end of the training. Significant differences in the growth rates among the students were also confirmed. Skills in time management,
learning goal orientation and self-efficacy that were evidenced by the students prior to the training proved to be able to
explain variances among the growth curves.
Objectives: To assess the effects of a year-long intervention in Greek junior high school physical education on motivational climate, goal orientations and attitudes towards exercise and healthy diet.Design: One-year pre-post experimental trial.Method: Eighty-eight daily lessons aiming to facilitate task-involvement were developed with 262 students in an intervention group and 521 acting as controls. All were at the first year of junior high school (7th grade). The intervention was assessed through questionnaires at the beginning and end of the school year and 10 months after the end of the intervention. Participants completed the measures of motivational climate, goal orientations and attitudes.Results: Confirmatory factor analyses, and reliability and correlation analyses, supported the psychometric properties of the questionnaires. Covariance analysis results revealed that, after adjusting for initial differences on the assessed constructs, students who took part in the intervention, compared with the control group: (1) had more positive attitudes towards exercise and healthy eating, (2) had lower ego and higher task orientation scores, and (3) perceived that their teacher gave more emphasis on task-involvement and less emphasis on ego-involvement.Conclusions: Physical educators can create a positive motivational climate facilitating students’ task orientation and attitudes towards exercise.
This article reports a meta-analysis of personality-academic performance relationships, based on the 5-factor model, in which cumulative sample sizes ranged to over 70,000. Most analyzed studies came from the tertiary level of education, but there were similar aggregate samples from secondary and tertiary education. There was a comparatively smaller sample derived from studies at the primary level. Academic performance was found to correlate significantly with Agreeableness, Conscientiousness, and Openness. Where tested, correlations between Conscientiousness and academic performance were largely independent of intelligence. When secondary academic performance was controlled for, Conscientiousness added as much to the prediction of tertiary academic performance as did intelligence. Strong evidence was found for moderators of correlations. Academic level (primary, secondary, or tertiary), average age of participant, and the interaction between academic level and age significantly moderated correlations with academic performance. Possible explanations for these moderator effects are discussed, and recommendations for future research are provided.
Two studies explored the role of implicit theories of intelligence in adolescents' mathematics achievement. In Study 1 with 373 7th graders, the belief that intelligence is malleable (incremental theory) predicted an upward trajectory in grades over the two years of junior high school, while a belief that intelligence is fixed (entity theory) predicted a flat trajectory. A mediational model including learning goals, positive beliefs about effort, and causal attributions and strategies was tested. In Study 2, an intervention teaching an incremental theory to 7th graders (N=48) promoted positive change in classroom motivation, compared with a control group (N=43). Simultaneously, students in the control group displayed a continuing downward trajectory in grades, while this decline was reversed for students in the experimental group.
The present study aimed to examine the effect of time-management training on Iranian EFL learners' test-anxiety and self-efficacy. A quasi-experimental design was used. The study was carried out in Tabriz Azad University and University of Applied Sciences and Technology. Thirty-eight BA students majoring in TEFL who enrolled in the above mentioned context in the academic year 1390-1391 participated in the study. The instruments used in the study were Time-Management Behavior Scale constructed by Macan, Shahani, Dipboye, et al. (1990), General Self-Efficacy Scale constructed by Jerusalem and Schwarzer (1992) and Westside Test-Anxiety Scale constructed by Driscoll (2007).The results indicated that there was a significant difference between the mean scores of experimental group's test-anxiety before and after time-management training and also there was a significant difference between the mean scores of experimental group and control group's test-anxiety after intervention. These findings also apply to the mean scores of self-efficacy. Therefore, it can be concluded that time-management training affects EFL learners' test-anxiety and self-efficacy. The findings of this study have some implications for researchers, teachers, universities and institutions.
Americans have long recognized that investments in public education contribute to the common good, enhancing national prosperity and supporting stable families, neighborhoods, and communities. Education is even more critical today, in the face of economic, environmental, and social challenges. Today's children can meet future challenges if their schooling and informal learning activities prepare them for adult roles as citizens, employees, managers, parents, volunteers, and entrepreneurs. To achieve their full potential as adults, young people need to develop a range of skills and knowledge that facilitate mastery and application of English, mathematics, and other school subjects. At the same time, business and political leaders are increasingly asking schools to develop skills such as problem solving, critical thinking, communication, collaboration, and self-management - often referred to as "21st century skills." Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century describes this important set of key skills that increase deeper learning, college and career readiness, student-centered learning, and higher order thinking. These labels include both cognitive and non-cognitive skills- such as critical thinking, problem solving, collaboration, effective communication, motivation, persistence, and learning to learn. 21st century skills also include creativity, innovation, and ethics that are important to later success and may be developed in formal or informal learning environments. This report also describes how these skills relate to each other and to more traditional academic skills and content in the key disciplines of reading, mathematics, and science. Education for Life and Work: Developing Transferable Knowledge and Skills in the 21st Century summarizes the findings of the research that investigates the importance of such skills to success in education, work, and other areas of adult responsibility and that demonstrates the importance of developing these skills in K-16 education. In this report, features related to learning these skills are identified, which include teacher professional development, curriculum, assessment, after-school and out-of-school programs, and informal learning centers such as exhibits and museums. © 2012 by the National Academy of Sciences. All rights reserved.
Executive functions (EF) can be promoted by classroom interventions. Our study investigated whether (a) an intervention conducted by teachers improves EF in children; (b) there are effects on behaviour and academic achievement; and (c) there are stable benefits in a one-year follow-up. Fifty-eight first-graders, divided into experimental (EG = 28) and control (CG = 30) groups, were assessed in EF, reading and arithmetic tests. Parents and teachers answered EF and behaviour functional scales. The intervention was conducted by teachers in the classroom context. EG children showed greater gains in EF and outperformed controls on reading and arithmetic measures. The EG maintained better performance in the one-year follow-up and showed transfer effect for behaviour measures. The EF intervention may be a useful tool for promoting improved adjustment and academic achievement.
The purpose of the study was to determine the efficacy of the Class-Wide Function-Related Intervention Teams (CW-FIT) program for improving students’ on-task behavior, and increasing teacher recognition of appropriate behavior. The intervention is a group contingency classroom management program consisting of teaching and reinforcing appropriate behaviors (i.e., getting the teacher’s attention, following directions, and ignoring inappropriate behaviors of peers). Seventeen elementary schools, the majority in urban and culturally diverse communities, participated in a randomized trial with 86 teachers (classrooms) assigned to CW-FIT, and 73 teachers (classrooms) assigned to the comparison group. Class-wide student on-task behavior improved over baseline levels in the intervention classes. Teachers were able to implement the intervention with high fidelity overall, as observed in adherence to 96% of the fidelity criteria on average. Teacher praise and attention to appropriate behaviors increased, and reprimands decreased. These effects were replicated in new classrooms each of the 4 years of the study, and for all years combined.
The current paper reports the results of 2 quasiexperimental studies conducted to examine the efficacy of a new time management intervention designed for high school students. In both studies, there was no difference between the treatment and control groups in improvement in self-reported time management skills as a result of the intervention. However, the treatment group reported significantly greater improvement than the control group for secondary outcomes such as stress (Studies 1 and 2), anxiety (Studies 1 and 2), depression (Study 1), and knowledge of time management strategies (Study 1). Additionally, advisor ratings of student time management skills were higher for the treatment than for the control group in Study 2. Implications and suggestions for improving the intervention are discussed.
IntroductionIndividual studiesThe summary effectHeterogeneity of effect sizesSummary points
Schools are recognized as one of the most important settings for promoting social and emotional well-being among children and adolescents. This clustered randomized controlled trial evaluated Zippy’s Friends, an international school-based emotional well-being programme, with 766 children from designated disadvantaged schools. The purpose of this study was to evaluate the immediate and long term impact of the programme and to determine the impact of implementation fidelity on programme outcomes. Teachers reported emotional literacy outcomes using the Emotional Literacy Checklist, and emotional and behavioural outcomes using the Strengths and Difficulties Questionnaire. Controlling for the hierarchical structure of the data, path analysis using structural equation modelling revealed that the programme had a significant positive impact on the children’s emotional literacy scores including significant improvements in the subscale scores of self-awareness (P < 0.001), self-regulation (P < 0.01), motivation (P < 0.001) and social skills (P < 0.001) at post-intervention. These results were maintained at 12-month follow-up (P < 0.01). The programme, however, did not have a significant impact on children’s emotional and behavioural problems. Analysis of programme fidelity indicated that high fidelity was directly related to improved emotional literacy scores at post-intervention.
The aim of the study was to analyze changes in students’ self‐determined motivation and goal orientation following a one academic‐year intervention that was directed toward increasing task‐involvement during physical education lessons. After adjusting for initial differences, students in the intervention classes were more self‐determined by the end of the year than students in the control group. Additionally, the experimental group decreased in external regulation, whereas, it increased in the control group. Students in experimental groups were also less amotivated than students in the control group. Finally, experimental students reported higher levels of task orientation when compared with the control students. Overall, the results showed that teachers are able to promote students’ self‐determined motivation by emphasizing task‐involvement within physical education
The inclusive education of the gifted is often met with skepticism. For example, it might be that gifted pupils are either under-challenged or excessive demands are placed on pupils with average abilities -and in the worst case, both. An alternative to handling this problem is presented by self-regulated learning which allows all students in the classroom to learn in line with their ability level and at their own speed. In order to assess whether a training program on self-regulated learning is equally effective for pupils from different ability groups, we conducted a classroom investigation. Fourth-graders attending 16 different classrooms (8 training classes, 8 classes as control group) took part in the investigation. Five-week training was executed during normal mathematics instruction and in conjunction with homework assignments. The effectiveness of the training was examined in a pretest-posttest design. It proved to be effective for a wide array of variables (e.g., self-efficacy, motivation, and performance). The apprehension that pupils of a certain ability group would suffer a disadvantage proved to be unfounded.
The authors investigated the effects of an exploratory value-reappraisal intervention on students’ motivation and performance in an undergraduate introductory statistics course. They sampled 82 students from 2 instructors’ sections during both the fall and spring semesters. Students were randomly assigned within each section to either the Value-Reappraisal (VR) or Control condition (C). VR presented messages about the importance of statistics and guided students in exploring potential values of learning statistics. Results showed positive effects of VR on task value, endogenous instrumentality, and a choice-behavior measure of interest. The authors found VR to affect exam performance, but only for students who had a particular instructor. This research helps broaden literature on self-regulation and expectancy-value models of motivation by focusing on the regulation of value perceptions.
Three studies were carried out with Compulsory Secondary Education students to verify the effectiveness of two intervention methods—the infusion method (IM) and the instrumental enrichment program (IEP)—to enhance thinking skills, creativity, behavioral self-regulation, and academic achievement. Study 1 (N=118) was conducted in order to create the IM, an instruction method designed to teach these skills along with the syllabus content, and to compare its effects with the conventional method (CM). In Study 2 (N=176), the effects of the IM, the IEP, and the CM were compared in the same variables. In Study 3 (N=168, using the same subjects as in Study 2), the effects of the IM and the IEP were analyzed to determine whether they were maintained or they increased with time. The results showed that greater changes were obtained with the IM than with the IEP in all the criterial variables and that the effects attained in Study 2, in addition to being significant, persisted at least 1 year after completing the intervention. Relevant scientific and educational implications are drawn from the studies.
The effects of different trainings on the acquisition of mathematical problem-solving and self-regulation were studied with 249 eighth-graders. The study was conducted with 4 different trainings in German grammar schools. Each training consisted of six 90-min sessions on a weekly basis. The results confirm that it is possible to improve mathematical problem-solving and self-regulation competence through this kind of short training. The evaluation shows that the combination of self-regulatory and problem-solving strategies leads to the best effects for the improvement of self-regulatory competences. Furthermore, it is possible to improve problem-solving by practicing problem-solving and self-regulatory strategies or a combination of both.
Purpose
This paper aims to assess the effectiveness of verbal self‐guidance (VSG) and self‐management on youth employability. It seeks to access the joint effectiveness of these interventions, grounded in social cognitive and goal setting theories, for youth job seekers.
Design/methodology/approach
The studies used experimental designs involving participants enrolled in an undergraduate business cooperative degree program. Survey data assessing self‐efficacy and anxiety were collected pre and post‐training. Interview performance was also assessed in each study.
Findings
In study 1, it was found that students trained in self‐management and verbal self‐guidance (SMVSG) improved interview performance and reduced anxiety. In study 2, it was found that self‐efficacy and job search effort were higher in the SMVSG group relative to VSG alone.
Research limitations/implications
For study 1, the only measure of employment was a mock interview. For study 2, a limitation was that approximately 25 per cent of participants failed to either complete the post‐training survey or attend the interview.
Practical implications
Overall the studies describe a relatively simple and low cost training intervention, and associated performance measures, that can continue to be used by practitioners and scholars with future groups of youth job seekers.
Originality/value
The paper shows that these studies further support the effectiveness of VSG‐based interventions for employability. The paper also shows the value of augmenting VSG training with self‐management training in the context of youth employability. Furthermore, this research also considered anxiety, a key variable in successful employment that has often been omitted in the literature.
The purpose of the present study was to examine the effectiveness of a life skills training program taught as part of physical
education lessons. Seventy three, seventh grade students were assigned either in an experimental or in a wait-list control
replication group and received an abbreviated version of GOAL, a school-based intervention designed by Danish and colleagues
to teach life skills. The program focused on setting goals, making plans for achieving goals and on positive thinking. Students
were assessed on physical fitness tests, knowledge about life skills, and beliefs about effective use of life skills. Results
showed gains and retention on physical fitness, knowledge and self-beliefs regarding goal setting. These results show that
life skills training can be effectively implemented within a school physical education context.
Le but de cette étude était d’examiner l’efficacité d’un programme pour exercer des capacités de vie qui a été enseigné comme
part de cours de l’éducation physique. Soixante-dix trois élèves de la septième classe ont étaient distribués soi qu ’à un
groupe expérimental soi qu ’à un groupe du contrôle répliqué et reçus une version brève de GOAL, une intervention éducative
développée par Danish et collaborateurs pour enseigner des capacités de vie à l’école. Le programme contenait mettre des objectifs,
tracer des plans pour obtenir les buts et développement de la pensée positive. Les élèves ont étés examinés aux épreuves de
la condition physique, connaissance des capacités de vie et convictions relativement à employer effectivement des capacités
de vie. Les résultats indiquent des profits et du maintien de la bonne santé physique, de la connaissance et des convictions
de soi-même en ce qui concerne mettre des objectifs. Ces résultats indiquent que l’entraînement des capacités de vie peut
se pratiquer effectivement dedans l’éducation physique scolaire.
The present study aimed at examining the effectiveness of a team-sports-based life-skills program taught as part of physical education lessons. One hundred sixty-five sixth and eighth graders were assigned either in an experimental or in a control group and received an abbreviated version of SUPER, a team-sports-based program. The program focused on setting goals, on positive thinking, and on problem solving. Students were assessed on four sport-skills tests, knowledge about life skills, and beliefs about effective use of life skills. Results showed gains of the experimental group on two of the four sport-skills tests, knowledge and self-beliefs.
The impact of school-based Tae Kwon Do training on self-regulatory abilities was examined. A self-regulation framework including three domains (cognitive, affective, and physical) was presented. Children (N = 207) from kindergarten through Grade 5 were randomly assigned by homeroom class to either the intervention (martial arts) group or a comparison (traditional physical education) group. Outcomes were assessed using multidimensional, multimodal assessments. After a 3-month intervention, results indicated that the martial arts group demonstrated greater improvements than the comparison group in areas of cognitive self-regulation, affective self-regulation, prosocial behavior, classroom conduct, and performance on a mental math test. A significant Group × Gender interaction was found for cognitive self-regulation and classroom conduct, with boys showing greater improvements than girls. Possible explanations of this interaction as well as implications for components of martial arts training for the development of self-regulation in school-age children are discussed.
The purpose of this study was to assess the effects caused by the instruction method "Think actively in academic contexts, TAAC", an adaptation of Wallace and Adams' (1993) method of thinking skills, creativity, self-regulation, and academic learning, with students from the second grade of Compulsory Secondary Education (CSE). We used a pretest-intervention-posttest design with control group. The sample was made up of 110 participants, aged between 13 and 15 years, 58 of them in the experimental group and 52 in the control group. Six assessment instruments were administered before and after applying the method in order to measure the dependent variables. The method, divided into eight stages, was used in all the didactic units of the syllabus content of Natural Sciences, Social Sciences, and Language, during one academic course, and allowed the conjoint teaching of thinking skills and the syllabus content. The results of the analyses of variance indicate positive impact of the intervention, as the experimental subjects improved significantly in thinking skills and academic achievement. Some interesting reflections for research and education are derived from this study.
The authors examined the efficacy of Web-assisted instruction for promoting the use of social cognitive theory (SCT) strategies related to physical activity. They recruited college students attending health courses. The authors created 3 groups (Web-assisted, comparison, and control) based on the course structure. The Web-assisted group received information on exercise and fitness and a Web-based program (treatment, n = 127); 7 sections received the same exercise and fitness information as the treatment condition, but no Web-based program (comparison, n = 118); and 6 sections received information in unrelated areas (control, n = 178). The Web-based program consisted of 9 Web assignments (1 per week) that targeted key SCT variables. Satisfaction with the Web-based program was high. Use of self-regulation strategies was significantly higher at posttest in the treatment group than it was in the other groups. Knowledge concerning the skills taught by the Web assignments was significantly greater in the treatment group than it was in the comparison group. The results of this study demonstrate that a Web-based instructional program has a positive impact on knowledge and skills related to SCT strategies for changing physical activity behavior.
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