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Øvrige — Ayumi Umino defends her PhD: “Schoolchildren's prosocial behavior, quality of life and metacognitive skills: A School-based and children-centered intervention program”.
Date & Time:
University of Copenhagen, the Faculty of Social Sciences, The Faculty Library of Social Sciences, Gothersgade 140, Audit. 1, 1353 Copenhagen K.
University of Copenhagen, the Faculty of Social Sciences
“Schoolchildren’s prosocial behavior, quality of life and metacognitive skills: A School-based and children-centered intervention program”. Afhandlingen fremlægges til gennemsyn på Det Samfundsvidenskabelige Fakultetsbibliotek, Gothersgade 140, 1353 København K.
Tid og sted
Onsdag 2. februar 2017, kl. 11:00. Københavns Universitet, Det Samfundsvidenskabelige Fakultetsbibliotek, Gothersgade 140, Audit. 1, 1353 København K. Af hensyn til kandidaten lukkes dørene præcis.
•lektor Ingo Zettler, Institut for Psykologi, Københavns Universitet (formand)
•Universitetslektor, Dr. Phil., Lisbeth Ohlsson, Fakulteten för lärande och samhälle, Malmö Högskola, Sverige
•Lektor Helle Spindler, Psykologisk Institut, Aarhus Universitet
The goal of this thesis was to explore the potential of a non-instructional, school-based, and child-centered intervention program regarding children’s prosocial behavior and self-evaluation. Because previous educational intervention studies concerning the association between children’s prosocial behavior and their psychological well-being have not focused on other aspects such as children’s metacognitive skills and engagement.
The overall aims of the PhD project were to investigate the effect of the approach on children’s metacognitive skills and Quality of Life (QoL) (study 1), the aspects in different countries (study 2), and effect on children’s writing skills (study 3). The analyses lead to four overall conclusions. First, the intervention had a positive impact on children’s QoL for children from both Denmark and Japan. Secondly, the intervention had a positive impact on Danish children’s evaluation subscale of a metacognitive questionnaire, but a negative impact on Japanese children’s declarative knowledge and planning subscales. Thirdly, there were no significant differences for children’s writing skills. These results could serve to deepen our understanding of the importance of supporting student´s prosocial experience and self-evaluation at school.