Drug Prevention by Increasing Self-Esteem: Influence of Teaching Approaches and Gender on Different Consumption Groups

Autor/inn/en	Heyne, Thomas; Bogner, Franz X.
Titel	Drug Prevention by Increasing Self-Esteem: Influence of Teaching Approaches and Gender on Different Consumption Groups
Quelle	In: World Journal of Education, 3 (2013) 1, S.1-12 (12 Seiten) PDF als Volltext kostenfreie Datei Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	1925-0746
Schlagwörter	Drug Abuse; Prevention; Self Esteem; Teaching Methods; Gender Differences; Grade 8; Low Achievement; Intervention; Skill Development; Multivariate Analysis; Pretests Posttests; Well Being; Psychological Patterns; Foreign Countries; Quasiexperimental Design; Questionnaires; Statistical Analysis; Germany + Suchen Sie Ihr Suchwort? Prävention; Vorbeugung; Self-esteem; Selbstaufmerksamkeit; Teaching method; Lehrmethode; Unterrichtsmethode; Geschlechterkonflikt; School year 08; 8. Schuljahr; Schuljahr 08; Unterdurchschnittliche Leistung; Kompetenzentwicklung; Qualifikationsentwicklung; Multivariate Analyse; Well-being; Wellness; Wohlbefinden; Ausland; Fragebogen; Statistische Analyse; Deutschland
Abstract	Our study focused on an educational intervention designed to increase the self-esteem of low-achieving eighth graders. The intervention was a substance-specific life skills program built upon teacher-centered versus student-centered teaching methods. A cluster analysis identified four consumption groups prior to the intervention: A potentially curious cluster (PC), a currently curious cluster (CC), an experimenter cluster (EP) and a consumer cluster (CO). Self-esteem was measured three times in a pre-, post- and retention test design. The in terms of percentage biggest PC cluster only responded positively. A consistent increase was detected among both different teaching methods and both genders. Thus, self-esteem as an important psychological construct of physical well-being could be influenced positively by many students in the context of a substance-specific life skills program. Educational consequences to increase the efficiency of scholastic measures are discussed. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2018/2/04