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

Research output: Contribution to journal › Journal article › Research › peer-review

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Effects of a non-instructional prosocial intervention program on children’s metacognition skills and quality of life. / Umino, Ayumi; Dammeyer, Jesper.

In: International Journal of Educational Research, Vol. 78, 26.05.2016, p. 24-31.

Research output: Contribution to journal › Journal article › Research › peer-review

Harvard

Umino, A & Dammeyer, J 2016, 'Effects of a non-instructional prosocial intervention program on children’s metacognition skills and quality of life', International Journal of Educational Research, vol. 78, pp. 24-31. https://doi.org/10.1016/j.ijer.2016.05.004

APA

Umino, A., & Dammeyer, J. (2016). Effects of a non-instructional prosocial intervention program on children’s metacognition skills and quality of life. International Journal of Educational Research, 78, 24-31. https://doi.org/10.1016/j.ijer.2016.05.004

Vancouver

Umino A, Dammeyer J. Effects of a non-instructional prosocial intervention program on children’s metacognition skills and quality of life. International Journal of Educational Research. 2016 May 26;78:24-31. https://doi.org/10.1016/j.ijer.2016.05.004

Author

Umino, Ayumi ; Dammeyer, Jesper. / Effects of a non-instructional prosocial intervention program on children’s metacognition skills and quality of life. In: International Journal of Educational Research. 2016 ; Vol. 78. pp. 24-31.

Bibtex

@article{8c3ce79f7cad4578b6a119d863b93d4d,
title = "Effects of a non-instructional prosocial intervention program on children{\textquoteright}s metacognition skills and quality of life",
abstract = "This preliminary study aimed to investigate the relationship between a non-instructional prosocial experience (helping others) intervention program and children{\textquoteright}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{\textquoteright}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 studen{\'t}s prosocial experience and self-evaluation at school are discussed.",
keywords = "Faculty of Social Sciences",
author = "Ayumi Umino and Jesper Dammeyer",
year = "2016",
month = may,
day = "26",
doi = "10.1016/j.ijer.2016.05.004",
language = "English",
volume = "78",
pages = "24--31",
journal = "International Journal of Educational Research",
issn = "0883-0355",
publisher = "Elsevier",

}

RIS

TY - JOUR

T1 - Effects of a non-instructional prosocial intervention program on children’s metacognition skills and quality of life

AU - Umino, Ayumi

AU - Dammeyer, Jesper

PY - 2016/5/26

Y1 - 2016/5/26

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.

KW - Faculty of Social Sciences

U2 - 10.1016/j.ijer.2016.05.004

DO - 10.1016/j.ijer.2016.05.004

M3 - Journal article

VL - 78

SP - 24

EP - 31

JO - International Journal of Educational Research

JF - International Journal of Educational Research

SN - 0883-0355

ER -

ID: 161848606