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Enabling Self-Directed Academic and Personal Wellbeing Through Cognitive Education

BACKGROUND: The international crisis of declining learner wellbeing exacerbated by the COVID-19 pandemic with its devastating effects on physical health and wellbeing, impels the prioritization of initiatives for specifically enabling academic and personal wellbeing among school learners to ensure a...

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Autores principales: Van Tonder, Gideon P., Kloppers, Magdalena M., Grosser, Mary M.
Formato: Online Artículo Texto
Lenguaje:English
Publicado: Frontiers Media S.A. 2022
Materias:
Acceso en línea:https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8886206/
https://www.ncbi.nlm.nih.gov/pubmed/35242068
http://dx.doi.org/10.3389/fpsyg.2021.789194
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author Van Tonder, Gideon P.
Kloppers, Magdalena M.
Grosser, Mary M.
author_facet Van Tonder, Gideon P.
Kloppers, Magdalena M.
Grosser, Mary M.
author_sort Van Tonder, Gideon P.
collection PubMed
description BACKGROUND: The international crisis of declining learner wellbeing exacerbated by the COVID-19 pandemic with its devastating effects on physical health and wellbeing, impels the prioritization of initiatives for specifically enabling academic and personal wellbeing among school learners to ensure autonomous functioning and flourishing in academic and daily life. Research emphasizes the role of self-directed action in fostering wellbeing. However, there is limited research evidence of how self-directed action among school learners could be advanced. AIM: We explore the effectiveness of an intervention initiative that exposes teachers to foregrounding Cognitive Education – the explicit and purposeful teaching of thinking skills and dispositions to learners that would advance self-regulated action - to establish the latent potential of the intervention for assisting learners to develop self-regulating abilities that progressively inspires increased self-directed action. METHOD: We illuminate the qualitative outcomes of an exploratory pilot study with a heterogeneous group of willing in-service teachers from two public primary schools (n = 12), one private primary school (n = 3), and one pre-school (n = 2) in South Africa who received exposure to an 80-h intervention that comprised seven study units. The article delineates the experiences of the teachers concerning their participation in the intervention as reflected in their written reflections, as well as their perceptions about the value of the intervention probed with semi-structured one-on-one interviews after completion of the intervention. RESULTS: The findings revealed that exposure to the intervention holds benefits for equipping teachers with teaching strategies to create classroom conditions that nurture the development of thinking skills and dispositions that are important for self-regulating, and ultimately self-directing academic and personal wellbeing. CONCLUSION: Cognitive Education is a form of strengths-based education that can play an indispensable role in enabling self-directed academic and personal wellbeing among school learners.
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spelling pubmed-88862062022-03-02 Enabling Self-Directed Academic and Personal Wellbeing Through Cognitive Education Van Tonder, Gideon P. Kloppers, Magdalena M. Grosser, Mary M. Front Psychol Psychology BACKGROUND: The international crisis of declining learner wellbeing exacerbated by the COVID-19 pandemic with its devastating effects on physical health and wellbeing, impels the prioritization of initiatives for specifically enabling academic and personal wellbeing among school learners to ensure autonomous functioning and flourishing in academic and daily life. Research emphasizes the role of self-directed action in fostering wellbeing. However, there is limited research evidence of how self-directed action among school learners could be advanced. AIM: We explore the effectiveness of an intervention initiative that exposes teachers to foregrounding Cognitive Education – the explicit and purposeful teaching of thinking skills and dispositions to learners that would advance self-regulated action - to establish the latent potential of the intervention for assisting learners to develop self-regulating abilities that progressively inspires increased self-directed action. METHOD: We illuminate the qualitative outcomes of an exploratory pilot study with a heterogeneous group of willing in-service teachers from two public primary schools (n = 12), one private primary school (n = 3), and one pre-school (n = 2) in South Africa who received exposure to an 80-h intervention that comprised seven study units. The article delineates the experiences of the teachers concerning their participation in the intervention as reflected in their written reflections, as well as their perceptions about the value of the intervention probed with semi-structured one-on-one interviews after completion of the intervention. RESULTS: The findings revealed that exposure to the intervention holds benefits for equipping teachers with teaching strategies to create classroom conditions that nurture the development of thinking skills and dispositions that are important for self-regulating, and ultimately self-directing academic and personal wellbeing. CONCLUSION: Cognitive Education is a form of strengths-based education that can play an indispensable role in enabling self-directed academic and personal wellbeing among school learners. Frontiers Media S.A. 2022-02-15 /pmc/articles/PMC8886206/ /pubmed/35242068 http://dx.doi.org/10.3389/fpsyg.2021.789194 Text en Copyright © 2022 Van Tonder, Kloppers and Grosser. https://creativecommons.org/licenses/by/4.0/This is an open-access article distributed under the terms of the Creative Commons Attribution License (CC BY). The use, distribution or reproduction in other forums is permitted, provided the original author(s) and the copyright owner(s) are credited and that the original publication in this journal is cited, in accordance with accepted academic practice. No use, distribution or reproduction is permitted which does not comply with these terms.
spellingShingle Psychology
Van Tonder, Gideon P.
Kloppers, Magdalena M.
Grosser, Mary M.
Enabling Self-Directed Academic and Personal Wellbeing Through Cognitive Education
title Enabling Self-Directed Academic and Personal Wellbeing Through Cognitive Education
title_full Enabling Self-Directed Academic and Personal Wellbeing Through Cognitive Education
title_fullStr Enabling Self-Directed Academic and Personal Wellbeing Through Cognitive Education
title_full_unstemmed Enabling Self-Directed Academic and Personal Wellbeing Through Cognitive Education
title_short Enabling Self-Directed Academic and Personal Wellbeing Through Cognitive Education
title_sort enabling self-directed academic and personal wellbeing through cognitive education
topic Psychology
url https://www.ncbi.nlm.nih.gov/pmc/articles/PMC8886206/
https://www.ncbi.nlm.nih.gov/pubmed/35242068
http://dx.doi.org/10.3389/fpsyg.2021.789194
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