The effectiveness of<i>the Lions Quest Program: Skills for Growing</i>on school climate, students’ behaviors, perceptions of school, and conflict resolution skills

Göl-Güven, Mine

doi:10.1080/1350293x.2016.1182311

Cited by 24 publications

(12 citation statements)

References 28 publications

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“…Based on the extensive amount of research that proves the impact of social integration [7,8,9,10,11] and self-efficacy [8,17,18,19,20,21] on wellbeing, we aimed to focus on these human needs. A number of profound programs addressing this approach already exist [39,40,41,60]. However, it is oftentimes difficult for teachers to implement these programs as they are usually quite extensive and resources of teaching staff are limited [33].…”

Section: Discussionmentioning

confidence: 99%

“…For instance, programs on substance abuse or physical activity oftentimes concentrate not only on knowledge transfer but also aim to strengthen self-efficacy [36,37,38]. Social integration has also been the target of several health promotion interventions and anti-bullying programs [39,40,41].…”

Section: Introductionmentioning

confidence: 99%

“…However, most of these programs are quite challenging for schools to implement. Many programs that aim to promote health by social integration for instance require specifically trained staff and/or considerable class time or project days [40,41,42,43,44]. Recently, great efforts have been made to develop whole-school programs which support schools in creating a healthy environment that promotes mental and physical wellbeing and improves the school climate [33,34,45].…”

Section: Introductionmentioning

confidence: 99%

See 2 more Smart Citations

Evaluation of “Healthy Learning. Together”, an Easily Applicable Mental Health Promotion Tool for Students Aged 9 to 18 Years

Schwager

Berger

Glaeser

et al. 2019

IJERPH

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Schools play an important role in adolescents’ health promotion. Due to the limited resources of teachers, there is a need for short-time interventions that can be easily implemented in a regular class without extensive training. Therefore, the tool “Healthy learning. Together.” was developed within a joint venture research project in Jena, Germany. The tool consists of a box with 60 exercises and a poster exhibition for students in 5th grade and higher. One thousand one hundred and forty four (1144) students (56 % female) from nine schools were assessed at an interval of 10 weeks in a parallelized pre-post-design with class-wise assignment to intervention group (IG) and control group (CG). In the IG, regular teachers implemented the health promotion tool. Before and after the intervention social integration, class climate, self-efficacy (as primary outcomes) and mental and physical wellbeing (as secondary outcomes) were measured using standardized questionnaires. ANCOVA analysis revealed that students of the IG showed more positive changes on primary outcomes with small effect sizes. Additional implementation outcomes showed high teacher and student enthusiasm but sometimes low exposure rates. Regarding the relatively small amount of time and preparation for teachers to get noticeable effects, the introduced tool is suitable as a first step into health promotion for schools.

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Section: Discussionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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Evaluation of “Healthy Learning. Together”, an Easily Applicable Mental Health Promotion Tool for Students Aged 9 to 18 Years

Schwager

Berger

Glaeser

et al. 2019

IJERPH

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“…Given the results of the present studies, school programs on mental and physical well-being of students should include methods to improve social integration in the class context as well as self-esteem (Viner et al., 2012). Indeed, promising programs that promote students health by strengthening self-esteem and social integration are already available (Barry, Clarke, & Dowling, 2017; Gol-Guven, 2017; Nielsen, Meilstrup, Nelausen, Koushede, & Holstein, 2015; Rivers, Brackett, Reyes, Elbertson, & Salovey, 2013). In addition to the typical promotion of individual resources and information brokerage, these programs also foster group activities, group contact, and disclosure of the students in order to promote social integration.…”

Section: Discussionmentioning

confidence: 99%

Self-Esteem as a Potential Mediator of the Association Between Social Integration, Mental Well-Being, and Physical Well-Being

Schwager

Wick²,

Glaeser

et al. 2019

Psychol Rep

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Previous research points to a significant impact of social integration and self-esteem on well-being. The present study examined whether self-esteem constitutes one pathway from social integration in the classroom to mental and physical well-being of students and accordingly serves as a mediator. Therefore, 163 students (mean age: 12.98 years, age range: 9–17 years, 57.9% male) of three German secondary schools were examined regarding their experience of social integration, self-esteem, and mental as well as physical well-being. Results revealed that self-esteem mediated the effect of social integration on mental and physical well-being. This finding elucidates one pathway from social integration to well-being and points to the importance of improving both self-esteem and social integration for the promotion of well-being among adolescents.

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“…In addition, positive effects were observed in the program, Lions Quest Skills for Adolescence (Laird and Roden, 1991;Laird et al, 1998;Eisen et al, 2003;Talvio and Lonka, 2013;Gol-Guven, 2016). This program was originally targeted to help students cope with difficulties in their lives, such as to prevent or free them from using drugs or violence, and developed into a more general SEL program in schools (Talvio and Lonka, 2013).…”

Section: Social-emotional Factors and Underperformance In Schoolmentioning

confidence: 99%

A Randomized Field Experiment Using Self-Reflection on School Behavior to Help Students in Secondary School Reach Their Performance Potential

Feron

Schils

2020

Front. Psychol.

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Recent policy reports documented that a growing group of students in secondary education could perform better given their expected performance. Studies showed that school performance is related to a range of social-emotional factors, including self-awareness, self-management, social awareness, and responsible decision making. However, experimental studies in schools on the relation between these factors and school performance are scarce, and results are mixed. This study used a randomized field experiment to examine whether self-reflection on school behavior of underperforming secondary school students affected their school performance [grade point average (GPA)], school engagement, and self-concept. The sample comprised 337 ninth-grade students (M = 15.74 years old; SD = 0.58) from 18 secondary schools in Netherlands. The intervention was designed in co-creation with teachers, to be as close to school practice as possible. Underperformance was measured using achievement test scores from both primary and secondary school, supplemented with teacher and parental assessments. Different model specifications were estimated to perform the analyses and test for robustness of findings. The results showed that, for treatment compliance, students with higher school motivation were approximately 29% more likely to comply. Students who reported higher levels of self-concept of school tasks were 17% less likely to comply. No significant effects of the treatment were observed on students' GPA, school motivation, hours spent on homework, or self-concept of school tasks. The treatment showed a negative effect on self-concept of leadership skills.

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The effectiveness ofthe Lions Quest Program: Skills for Growingon school climate, students’ behaviors, perceptions of school, and conflict resolution skills

Cited by 24 publications

References 28 publications

Evaluation of “Healthy Learning. Together”, an Easily Applicable Mental Health Promotion Tool for Students Aged 9 to 18 Years

Evaluation of “Healthy Learning. Together”, an Easily Applicable Mental Health Promotion Tool for Students Aged 9 to 18 Years

Self-Esteem as a Potential Mediator of the Association Between Social Integration, Mental Well-Being, and Physical Well-Being

A Randomized Field Experiment Using Self-Reflection on School Behavior to Help Students in Secondary School Reach Their Performance Potential

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