{"title":"参与社会创新教育:学生福祉与课程福祉成果之间的相互关系","authors":"Andrea Maynard, Jennifer E. Symonds","doi":"10.1111/ejed.12745","DOIUrl":null,"url":null,"abstract":"Social innovation education (SIE) is a student‐led collaborative process of creating unique solutions to challenges within the community. Through an analysis of pre‐ and post‐surveys completed by 94 post‐primary school students in Ireland, the current study looked at how prior wellbeing (measured using the EPOCH model) influenced change in wellbeing through engagement with the SIE programme. While the models produced indicated that all five dimensions of the EPOCH model (engagement, perseverance, optimism, connectedness, and happiness) were impacted by the programme, the results also indicated that students with higher prior wellbeing were more likely to have higher levels of engagement, and as a result gained greater wellbeing‐related outcomes. These findings highlight the benefit that a programme like SIE, which is not designed as a wellbeing intervention, can have on wellbeing, and the importance of considering additional encouragement and support based on the individual needs of each student.","PeriodicalId":47585,"journal":{"name":"European Journal of Education","volume":null,"pages":null},"PeriodicalIF":2.8000,"publicationDate":"2024-09-19","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Engaging in social innovation education: Reciprocal relations between student wellbeing and programme wellbeing outcomes\",\"authors\":\"Andrea Maynard, Jennifer E. Symonds\",\"doi\":\"10.1111/ejed.12745\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"Social innovation education (SIE) is a student‐led collaborative process of creating unique solutions to challenges within the community. Through an analysis of pre‐ and post‐surveys completed by 94 post‐primary school students in Ireland, the current study looked at how prior wellbeing (measured using the EPOCH model) influenced change in wellbeing through engagement with the SIE programme. While the models produced indicated that all five dimensions of the EPOCH model (engagement, perseverance, optimism, connectedness, and happiness) were impacted by the programme, the results also indicated that students with higher prior wellbeing were more likely to have higher levels of engagement, and as a result gained greater wellbeing‐related outcomes. These findings highlight the benefit that a programme like SIE, which is not designed as a wellbeing intervention, can have on wellbeing, and the importance of considering additional encouragement and support based on the individual needs of each student.\",\"PeriodicalId\":47585,\"journal\":{\"name\":\"European Journal of Education\",\"volume\":null,\"pages\":null},\"PeriodicalIF\":2.8000,\"publicationDate\":\"2024-09-19\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"European Journal of Education\",\"FirstCategoryId\":\"95\",\"ListUrlMain\":\"https://doi.org/10.1111/ejed.12745\",\"RegionNum\":3,\"RegionCategory\":\"教育学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q1\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"European Journal of Education","FirstCategoryId":"95","ListUrlMain":"https://doi.org/10.1111/ejed.12745","RegionNum":3,"RegionCategory":"教育学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q1","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Engaging in social innovation education: Reciprocal relations between student wellbeing and programme wellbeing outcomes
Social innovation education (SIE) is a student‐led collaborative process of creating unique solutions to challenges within the community. Through an analysis of pre‐ and post‐surveys completed by 94 post‐primary school students in Ireland, the current study looked at how prior wellbeing (measured using the EPOCH model) influenced change in wellbeing through engagement with the SIE programme. While the models produced indicated that all five dimensions of the EPOCH model (engagement, perseverance, optimism, connectedness, and happiness) were impacted by the programme, the results also indicated that students with higher prior wellbeing were more likely to have higher levels of engagement, and as a result gained greater wellbeing‐related outcomes. These findings highlight the benefit that a programme like SIE, which is not designed as a wellbeing intervention, can have on wellbeing, and the importance of considering additional encouragement and support based on the individual needs of each student.
期刊介绍:
The prime aims of the European Journal of Education are: - To examine, compare and assess education policies, trends, reforms and programmes of European countries in an international perspective - To disseminate policy debates and research results to a wide audience of academics, researchers, practitioners and students of education sciences - To contribute to the policy debate at the national and European level by providing European administrators and policy-makers in international organisations, national and local governments with comparative and up-to-date material centred on specific themes of common interest.