通过幸福心理科学:原理、性质和学生评价的专门单位促进学生的幸福

IF 1.9 Q2 PSYCHOLOGY, MULTIDISCIPLINARY Psychology Learning and Teaching-PLAT Pub Date : 2022-05-09 DOI:10.1177/14757257221098024
Sue Morris, J. Cranney
{"title":"通过幸福心理科学:原理、性质和学生评价的专门单位促进学生的幸福","authors":"Sue Morris, J. Cranney","doi":"10.1177/14757257221098024","DOIUrl":null,"url":null,"abstract":"The Complete State model of mental health differentiates between the dimensions of psychiatric disorders and wellbeing. The latter dimension is consistent with educators proactively creating learning-supportive curricular environments by, for example, translating the Basic Needs Satisfaction (BNS) theory into practical curricular strategies. One gap in the literature on curricular approaches to supporting student wellbeing is descriptions of innovations in the design of specific units focusing entirely on the psychological science of student self-management, success and wellbeing. The aim of this report was to address this gap by describing the nature and student evaluations of two such units. The curricula of these units, whose design and delivery were guided by BNS theory, are described. Institutional unit evaluation surveys over four years and eight unit deliveries revealed that the units were well received by students, regardless of variations in internal (e.g., online vs. flipped classroom mode of delivery) and external (e.g., presence of COVID-19 pandemic) factors. Moreover, students agreed with the statement that the unit “provided me with knowledge and skills I can apply”. By considering BNS theory during curriculum design and delivery, the success and wellbeing of students were supported while they learned about the science of wellbeing.","PeriodicalId":45061,"journal":{"name":"Psychology Learning and Teaching-PLAT","volume":"21 1","pages":"264 - 277"},"PeriodicalIF":1.9000,"publicationDate":"2022-05-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"1","resultStr":"{\"title\":\"Promoting Student Wellbeing Through Dedicated Units on the Psychological Science of Wellbeing: Rationale, Nature, and Student Evaluations\",\"authors\":\"Sue Morris, J. Cranney\",\"doi\":\"10.1177/14757257221098024\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"The Complete State model of mental health differentiates between the dimensions of psychiatric disorders and wellbeing. The latter dimension is consistent with educators proactively creating learning-supportive curricular environments by, for example, translating the Basic Needs Satisfaction (BNS) theory into practical curricular strategies. One gap in the literature on curricular approaches to supporting student wellbeing is descriptions of innovations in the design of specific units focusing entirely on the psychological science of student self-management, success and wellbeing. The aim of this report was to address this gap by describing the nature and student evaluations of two such units. The curricula of these units, whose design and delivery were guided by BNS theory, are described. Institutional unit evaluation surveys over four years and eight unit deliveries revealed that the units were well received by students, regardless of variations in internal (e.g., online vs. flipped classroom mode of delivery) and external (e.g., presence of COVID-19 pandemic) factors. Moreover, students agreed with the statement that the unit “provided me with knowledge and skills I can apply”. By considering BNS theory during curriculum design and delivery, the success and wellbeing of students were supported while they learned about the science of wellbeing.\",\"PeriodicalId\":45061,\"journal\":{\"name\":\"Psychology Learning and Teaching-PLAT\",\"volume\":\"21 1\",\"pages\":\"264 - 277\"},\"PeriodicalIF\":1.9000,\"publicationDate\":\"2022-05-09\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"1\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Psychology Learning and Teaching-PLAT\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1177/14757257221098024\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHOLOGY, MULTIDISCIPLINARY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Psychology Learning and Teaching-PLAT","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1177/14757257221098024","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"PSYCHOLOGY, MULTIDISCIPLINARY","Score":null,"Total":0}
引用次数: 1

摘要

精神健康的完整状态模型区分了精神障碍和健康的维度。后一个维度与教育者主动创造支持学习的课程环境是一致的,例如,通过将基本需求满足(BNS)理论转化为实际的课程策略。关于支持学生幸福的课程方法的文献中的一个空白是对完全关注学生自我管理、成功和幸福的心理科学的特定单元设计创新的描述。本报告的目的是通过描述这两个单元的性质和学生评价来解决这一差距。介绍了以BNS理论为指导设计和实施这些单元的课程。四年来的机构单元评估调查和八个单元交付显示,无论内部(例如在线与翻转课堂交付模式)和外部(例如COVID-19大流行的存在)因素的变化,这些单元都受到了学生的好评。此外,学生们同意该单元“为我提供了我可以应用的知识和技能”的说法。通过在课程设计和教学中考虑BNS理论,学生在学习幸福科学的同时,也获得了成功和幸福。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
查看原文
分享 分享
微信好友 朋友圈 QQ好友 复制链接
本刊更多论文
Promoting Student Wellbeing Through Dedicated Units on the Psychological Science of Wellbeing: Rationale, Nature, and Student Evaluations
The Complete State model of mental health differentiates between the dimensions of psychiatric disorders and wellbeing. The latter dimension is consistent with educators proactively creating learning-supportive curricular environments by, for example, translating the Basic Needs Satisfaction (BNS) theory into practical curricular strategies. One gap in the literature on curricular approaches to supporting student wellbeing is descriptions of innovations in the design of specific units focusing entirely on the psychological science of student self-management, success and wellbeing. The aim of this report was to address this gap by describing the nature and student evaluations of two such units. The curricula of these units, whose design and delivery were guided by BNS theory, are described. Institutional unit evaluation surveys over four years and eight unit deliveries revealed that the units were well received by students, regardless of variations in internal (e.g., online vs. flipped classroom mode of delivery) and external (e.g., presence of COVID-19 pandemic) factors. Moreover, students agreed with the statement that the unit “provided me with knowledge and skills I can apply”. By considering BNS theory during curriculum design and delivery, the success and wellbeing of students were supported while they learned about the science of wellbeing.
求助全文
通过发布文献求助,成功后即可免费获取论文全文。 去求助
来源期刊
Psychology Learning and Teaching-PLAT
Psychology Learning and Teaching-PLAT PSYCHOLOGY, MULTIDISCIPLINARY-
CiteScore
4.30
自引率
9.10%
发文量
24
期刊最新文献
Applied Scenarios: Embedding Psychological Literacy in Assessment Corrigendum to: “Retrieval practice: Beneficial for all students or moderated by individual differences?” Editorial PLAT 22(3) 2023 Abstracts of recent articles published in Teaching of Psychology Abstracts of recent articles published in Teaching of Psychology
×
引用
GB/T 7714-2015
复制
MLA
复制
APA
复制
导出至
BibTeX EndNote RefMan NoteFirst NoteExpress
×
×
提示
您的信息不完整,为了账户安全,请先补充。
现在去补充
×
提示
您因"违规操作"
具体请查看互助需知
我知道了
×
提示
现在去查看 取消
×
提示
确定
0
微信
客服QQ
Book学术公众号 扫码关注我们
反馈
×
意见反馈
请填写您的意见或建议
请填写您的手机或邮箱
已复制链接
已复制链接
快去分享给好友吧!
我知道了
×
扫码分享
扫码分享
Book学术官方微信
Book学术文献互助
Book学术文献互助群
群 号:481959085
Book学术
文献互助 智能选刊 最新文献 互助须知 联系我们:info@booksci.cn
Book学术提供免费学术资源搜索服务,方便国内外学者检索中英文文献。致力于提供最便捷和优质的服务体验。
Copyright © 2023 Book学术 All rights reserved.
ghs 京公网安备 11010802042870号 京ICP备2023020795号-1