The Impact of Working with Core Qualities on Primary School Pupils' Wellbeing

Autor/inn/en	Ruit, Peter; Korthagen, Fred; Schoonenboom, Judith
Titel	The Impact of Working with Core Qualities on Primary School Pupils' Wellbeing
Quelle	In: Educational & Child Psychology, 36 (2019) 3, S.7-17 (11 Seiten) PDF als Volltext Verfügbarkeit
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	0267-1611
Schlagwörter	Elementary School Students; Well Being; Intervention; Individual Characteristics; Program Effectiveness; Foreign Countries; Positive Attitudes; Psychology; Netherlands + Suchen Sie Ihr Suchwort? Well-being; Wellness; Wohlbefinden; Personality characteristic; Personality traits; Persönlichkeitsmerkmal; Ausland; Psychologie; Niederlande
Abstract	Aim: This study examines the effects of an intervention aimed at making the primary school pupils aware of their core qualities and promoting their use of these qualities. Method/Rationale: This article reports on a quasi-experimental study among 1346 pupils from 17 primary schools, based on insights from positive psychology. Findings: By using a questionnaire several effects on the pupils' well-being were found, both in the short-term (immediately after the intervention), and in the longer-term (three months after the intervention). Limitations: The data collection is about subjective self-reports of pupils and not about objective observations. A further limitation of the study might be that the pupils could only work with one core quality for four weeks. It is also somewhat unnatural when pupils discover various core qualities in themselves and yet are only allowed to specifically use one core quality and describe examples of its use. Conclusions: We can conclude that working with core qualities had a positive impact on the primary school pupil's wellbeing. The study yields interesting directions for further research. In particular, future research may study the effect of long-term interventions that involve several core qualities. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01