08. Health and Wellbeing Education
Paper
Understanding Primary School Children’s Perceptions Towards Tanning: the SUN-CHAT Study
Gisselle Tur Porres1, Julie Peconi1, Rachel Abbott2, Helen Lewis1, Emily Marchant1
1Swansea University; 2Cardiff and Vale University Health Board
Presenting Author: Tur Porres, Gisselle
SUN-CHAT is a study funded by Swansea University’s Morgan Advanced Studies Institute (MASI), that engages with children, parents/carers, and primary school educators to scope current tanning perceptions and the perceived effect tanning has on health. The study addresses some of these challenges with a vision of enabling children’s voice and listening to their views (Shier 2001). This paper is focused on an area of activity of this research, that is, the work with children to understand their perceptions and experiences. We make the connection between a healthy environment (school) and better health and wellbeing for all generations in Wales, by exploring perceptions of tanning and how healthier attitudes and behaviours can be encouraged and adopted from a young age to build a resilient and hopeful future. This project addresses a health public issue with ongoing education strengths in Wales by building on the holistic education process proposed in Curriculum for Wales (Welsh Government 2023). We take the known problem of skin cancer and address it by engaging with children through co-constructed activities, to facilitate and prioritise their participation (Dadlani and Orlow 2008; Blaisdell et al. 2018).
Skin cancer, including melanoma and non-melanoma (keratinocyte) now comprises half of all cancers in England and Wales (GIRFT 2021; Public Health Wales 2023). Yet 86% of melanomas can be prevented with safer sun exposure and scientists agree there is no such thing as a ‘safe tan’. As over exposure as a child greatly increases future skin cancer risk, childhood is a critical time for promoting health behaviours such as sun protection. However, both parents (Thoonen et al. 2021) and children (McAvoy et al. 2020) generally have positive perceptions of tanned skin and work is urgently needed to understand and address the misconceptions of the perceived health benefits of tanning. SUN-CHAT aligns with the agenda of the Welsh Government set out in ‘A Healthier Wales’ (Welsh Government 2018) by prioritising prevention and helping people remain healthier. The project is also aligned with the focus of Well-being of Future Generations (WFG) Act (Welsh Government 2015) which aims to ensure that everyone understands how their health behaviours (such as managing their desire for a tan in a healthy way) can benefit their future health. The Curriculum for Wales (Welsh Government 2023) with its designated area for Health and Well-being and autonomy for schools in designing curriculum content, presents an ideal way to facilitate this exploration. One way in which this is being undertaken is via child-led ‘healthy schools’ clubs. Focusing on understanding how different health dimensions, e.g., physical, emotional, and social well-being play a role in children’s lives.
Aims:
- Gather data regarding perceptions towards tanning to explore the perceived effects of a tan on health.
- Inform the development and testing of a pilot toolkit for integration within the Curriculum for Wales to encourage positive health behaviours and attitudes of school children towards tanning and sun exposure.
Study Objectives:
• To understand perceptions, attitudes and behaviours of school-aged children (5-8 years of age) in primary schools in Wales, specifically in relation to sun tanning and sun exposure.
• To gather viewpoints on best ways of engaging with school-aged children (5-8 years of age) and their parents/carers about health.
• To understand perceptions, attitudes and behaviours of parents/carers of primary school children in Wales regarding tanning, both for themselves and their children.
• To explore challenges that primary school educators face in engaging with the school community around the Health and Well-being Area of Learning and Experience in Curriculum for Wales, specifically about healthy attitudes to tanning.
• Consolidate evidence to support the development of an educational toolkit for integration within the Curriculum for Wales.
Methodology, Methods, Research Instruments or Sources UsedSUN-CHAT is a mixed methods exploratory study (Caruth 2013) that explore perceptions on tanning comprising three work streams: (a) Workshops with school children; (b) an online multiple-choice survey with parents/carers; (c) a focus group with primary school educators. Three primary schools in South Wales with a Healthy Schools Club were invited to participate in the study using existing networks. These clubs typically consist of 8-10 children across different year groups with an interest in health and well-being. Consent was sought from each of the school’s headteacher, and each school were invited to participate in all three work streams. We received ethical approval to conduct the study from Swansea University’s Medical School Research Sub-Committee (Ref 2022-0089). This paper presents the qualitative methods to work with children (first work stream) and indicative findings of their perceptions to tanning. We approached the workshops from a children’s right perspective (Children’s Commissioner for Wales 2021) talking to children as empowered participants able to make decisions about taking part via ongoing, negotiated assent (Blaisdell, Arnott, Wall and Robinson 2018). We talked children through the informed consent process using appropriate child-friendly language and verbally confirm that they would be audio-recorded prior to beginning the workshop activities (BERA 2018).
The study is based on an interpretive research paradigm that enables children’s voices (Boardman 2022). Children’s ways of expressing their views and opinions are diverse, and hence, creative/artistic activities that facilitate the communication with children and expand on spoken language have been designed to collect data (Clark 2017). Data collection activities comprised colouring, role-play, drawing, collage techniques, videos and posters to enhance children’s voices. Each activity aimed to meet the research aims and objectives, first and foremost, to encourage meaningful conversations with children and ensure their voices are heard. As an example, children suggested sharing a poster with schools to spread the voice on sun safety tips to help other children’s healthy behaviours. Children were involved in creating the (anonymised) poster, and it was made available to schools online and printed, and it was publicly shared on the project website. We use NVivo12, an online qualitative data analysis software package to analyse workshop transcripts and children’s outputs using thematic analysis following the recommended 6 step process: familiarisation; coding; generating themes; reviewing themes; defining and naming themes and writing up (Braun and Clarke 2006). We analyse the resources and pictures children create during the workshop using content analysis (Weber 1990).
Conclusions, Expected Outcomes or FindingsData collected in Sun-Chat is being analysed and findings will be presented at the conference in greater detail. Results will be used to inform future studies and interventions with young children across Wales and beyond. By questioning perceptions of tanning and the effects on young children’s health and well-being, we will also raise critical awareness of sun-safety and skin cancer with future young children's interventions. We will explore differences between perceptions, attitudes and reported behaviours towards tanning to identify whether there are any differences between knowledge and healthy practices from each of the activities.
Results from this collaborative study will be used to inform development and testing of an educational toolkit to encourage children’s healthy behaviours towards tanning and sun exposure as part of future work. Further findings from all workstreams will be written up for publications in suitable journals. A SUN-CHAT webpage hosted on a Swansea University website have been designed to promote real-time study news and provide public updates of the study progress. Video logs (vlogs) have been created and uploaded online to provide lay-friendly updates and public insights into study activities over the study lifetime.
ReferencesBERA (2018). Ethical Guidelines for Educational Research. https://www.bera.ac.uk/publication/ethical-guidelines-for educational-research-2018-online
Blaisdell C, Arnott L, Wall K, Robinson C. (2018). Look Who’s Talking: Using creative, playful arts-based 457 methods in research with young children. Journal of Early Childhood Research, 17(1):1476718X1880881. https://journals.sagepub.com/doi/10.1177/1476718X18808816
Boardman, K. (2022) Where are the children’s voices and choices in educational settings’ early reading policies? A reflection on early reading provision for under-threes, European Early Childhood Education Research Journal, 30 (1): 131-146, DOI: 10.1080/1350293X.2022.2026437
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Caruth, G. D. (2013). Demystifying Mixed Methods Research Design: A Review of the Literature. Mevlana International Journal of Education, 3 (2): 112–122.
Children’s Commissioner for Wales (2021). The right way - A children’s rights approach. https://www.childcomwales.org.uk/resources/the-right-way-a-childrens-rights-approach/
Clark, A.(2017). Listening to Young Children. Expanded Third Edition: A Guide to Understanding and Using the Mosaic Approach. Jessica Kingsley Publishers.
Dadlani, C. and Orlow S.J. (2008) Planning for a brighter future: a review of sun protection and barriers to behavioral change in children and adolescents. Dermatology Online Journal https://pubmed.ncbi.nlm.nih.gov/19061583/
GIRFT (2021). Level N. Dermatology GIRFT programme national speciality report.
Public Health Wales (2023) Non-Melanoma Skin Cancer Incidence in Wales, 2016-2019. https://publichealthwales.shinyapps.io/nmsc_incidence_wales_2016_2019/
McAvoy, H., Rodríguez, L.M., Költő, A., & Gabhainn, S.N. (2020). Children's exposure to ultraviolet radiation - a risk profile for future skin cancers in Ireland. DOI:10.14655/11971-1084881
Shier, H. (2001). Pathways to Participation: Openings, Opportunities and Obligations. Children & Society 15: 107–117.
Thoonen K, van Osch L, Drittij R, de Vries H, Schneider F. (2021). A Qualitative Exploration of Parental Perceptions Regarding Children's Sun Exposure, Sun Protection, and Sunburn. Front Public Health. doi: 10.3389/fpubh.2021.596253.
Weber, R. (1990). Techniques of content analysis. SAGE Publications, Inc. https://doi.org/10.4135/9781412983488
Welsh Government (2015). Well-being of Future Generations (WFG) Act: the essentials. Gov.Wales.
Welsh Government (2018). A healthier Wales: long term plan for health and social care. Gov.Wales.
Welsh Government (Updated guideline 31st Jan. 2023). Curriculum for Wales. Gov.Wales. https://hwb.gov.wales/curriculum-for-wales
08. Health and Wellbeing Education
Paper
Advancing Social-Emotional Learning Through Digital Storytelling: A Design-Based Study in a Primary Classroom
Michael Schlauch
Humboldt-Universität zu Berlin, Germany
Presenting Author: Schlauch, Michael
There is substantial empirical evidence linking social-emotional learning (SEL) to improved well-being, positive teacher-child relationships, and greater academic success (Denham & Brown, 2010; Stefan et al., 2022). According to a sociocultural conception of narrative, children engage in various domains of SEL while elaborating their experiences in the form of stories (Bruner, 2004). Thus, storytelling activities provide natural opportunities for social-emotional learning in the classroom.
Recent studies have specifically explored the connection between digital storytelling and SEL. Some emphasize how collaborative digital storytelling creates a conducive environment for SEL (del Moral Pérez et al., 2016; Del-Moral-Pérez et al., 2018; Uslu & Uslu, 2021). Children exercise peer support, adapt to different situations and develop cognitive flexibility and adaptivity as fundamental social abilities (del Moral Pérez et al., 2016, p. 34).
However, there is limited research on how digitally enhanced storytelling activities can be specifically crafted to foster specific dimensions of social-emotional learning, such as self-awareness, self-management, social awareness, relationship skills, and responsible decision-making (Denham & Brown, 2010; Hecht & Shin, 2015; Payton et al., 2000). Here, SEL encompasses "knowledge, skills, and attitudes necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions” (Weissberg, 2019).
This research investigates how a guided storytelling tool, which has been developed as part of a wider design-based research project (McKenney & Reeves, 2018), can be adapted and applied for the specific goal of advancing SEL through storytelling. In specific, the aim of the study was to develop a set of guidelines on how to prepare and scaffold collaborative storytelling activities in which children engage with social emotional learning.
Methodology, Methods, Research Instruments or Sources UsedFocusing on the specific research question, "How can storytelling activities enhance social-emotional learning in a primary classroom?" this study explores the utilization of a digital storytelling tool tailored to this particular case.
In the observed classroom, the teacher noticed that some students faced challenges such as low self-esteem, negative social-problem solving patterns, and difficulties in emotion regulation, hindering their full participation and benefit from lessons. Consequently, in accordance with participatory research principles, the study’s aim originated from the research setting, with written permission obtained from parents and caregivers. The research was conducted in a Portuguese public primary school, involving a fourth-grade class with students aged 9-10, where 19 participants took part (11 boys, 8 girls).
The study intervention followed a structured three-part format. In the initial phase, general topics related to social-emotional learning were discussed with the children. They were encouraged to design and draw story elements pertaining to different categories (characters, emotions, events, magic objects) that would later be entered into the database of the digital storytelling tool. Within the tool, children choose between three story-elements at each step, constructing a storyboard-like scaffold for their narration. After the child-made elements were digitalized, during the second part of the intervention children worked collaboratively on their stories in the school’s computer lab. The stories underwent different stages according to the functioning of the storytelling tool, beginning from an oral recount, a storyboard of selected images, and finally a written document. In the third part, children presented and exchanged their stories and reflected on the storytelling process.
Thus, this specific study followed the approach of a qualitative case study (Merriam & Tisdell, 2016, p. 233). The intervention spanned over one and a half months with weekly appointments. The data collected comprised transcripts of semistructured interviews with the teacher, field notes, memos, and children’s creative products, i.e. drawings on emotions, logs of the storytelling tool (pdf exports) and written stories. The qualitative content analysis of these artifacts focused on how children elaborated SEL concepts in a narrative form, such as responsible decision-making and social awareness, starting from their interaction with the digital storytelling interface.
Conclusions, Expected Outcomes or FindingsThe analysis of the intervention is composed of three perspectives. First, the interview with the class teacher before and after the intervention was analyzed, along with the observational notes taken during the various sessions. Thanks to the long-term involvement of the researchers with the class and the teacher’s comments, some relevant behavior can be related to the learning trajectory of some children. Further, a graphical analysis of the drawings children made to generate the story element library provides valuable information on the children’s perceptions and interpretations of emotions. An additional examination of selection preferences lets us see how children relate to drawings made by peers. Third, a content analysis of the produced narratives reveals if and how children accomplished SEL through the elaboration of stories.
In a meta-analysis, Durlak et al. (2011, p. 410) recommend school programs for SEL to be structured (1) as sequenced and connected activities, (2) through active forms of learning, (3) focused on a specific personal or social skill and (4) explicitly targeted towards a SEL dimension. This study enhances these guidelines by developing an evaluation rubric to assess how children’s stories relate to different domains of SEL. Considering that children express their reflections on various social-emotional issues, such as social and self-awareness, through the behavior of the protagonists in their stories, the research advocates for focused storytelling activities as a means to promote social-emotional learning.
ReferencesBruner, J. (2004). Life as narrative. Social research: An international quarterly, 71(3), 691–710.
Del Moral Pérez, M.E., Martínez, L.V., & Piñeiro, M.d.R.N. (2016). Habilidades sociales y creativas promovidas con el diseño colaborativo de digital storytelling en el aula. Digital Education Review, (30), 30–52.
Del-Moral-Pérez, M.E., Villalustre-Martínez, L., & del Rosario Neira-Piñeiro, M. (2018). Teachers’ perception about the contribution of collaborative creation of digital storytelling to the communicative and digital competence in primary education schoolchildren. Computer Assisted Language Learning, 32(4), 342–365. https://doi.org/10.1080/09588221.2018.1517094
Denham, S.A., & Brown, C. (2010). ’plays nice with others’: Social–emotional learning and academic success. Early Education and; Development, 21(5), 652–680. https://doi.org/10.1080/10409289.2010. 497450
Durlak, J.A., Weissberg, R.P., Dymnicki, A.B., Taylor, R.D., & Schellinger, K.B. (2011). The impact of enhancing students’ social and emotional learning: A meta-analysis of school-based universal interventions. Child Development, 82(1), 405–432. https://doi.org/10.1111/j.1467-8624.2010.01564.x
Hecht, M.L., & Shin, Y. (2015). Culture and social and emotional competencies. In Handbook of social and emotional learning: Research and practice (pp.50–64). The Guilford Press.
McKenney, S., & Reeves, T. (2018). Conducting educational design research (2nded.). Routledge.
Merriam, S.B., & Tisdell, E.J. (2016). Qualitative research: A guide to design and implementation (4thed.). Jossey-Bass.
Payton, J.W., Wardlaw, D.M., Graczyk, P.A., Bloodworth, M.R., Tompsett, C.J., & Weissberg, R.P. (2000). Social and emotional learning: A framework for promoting mental health and reducing risk behavior in children and youth. Journal of School Health, 70(5), 179–185. https://doi.org/10.1111/j.1746-1561.2000. tb06468.x
Stefan, C.A., Dănilă, I., & Cristescu, D. (2022). Classroom-wide school interventions for preschoolers’ social-emotional learning: A systematic review of evidence-based programs. Educational Psychology Review. https://doi.org/10.1007/s10648-022-09680-7
Uslu, A., & Uslu, N.A. (2021). Improving primary school students’ creative writing and social-emotional learning skills through collaborative digital storytelling. Acta Educationis Generalis, 11(2), 1–18. https://doi. org/10.2478/atd-2021-0009
Weissberg, R.P. (2019). Promoting the social and emotional learning of millions of school children. Perspectives on Psychological Science, 14(1), 65–69. https://doi.org/10.1177/1745691618817756
08. Health and Wellbeing Education
Paper
Effects of Peer Interactions and the Social Environment on Students’ Current Academic Motivation in the Classroom: An Experience Sampling Study
Margarita Knickenberg1, Carmen Zurbriggen2
1Paderborn University, Germany; 2University of Fribourg, Switzerland
Presenting Author: Knickenberg, Margarita
The importance of peers for academic motivation is a crucial issue in educational psychology. According to the General Motivation Model (Heckhausen & Rheinberg, 1980), motivation affects concentration, enjoyment, and subjective experience during learning. The model emphasizes that motivation is influenced by personal characteristics, such as general motivation and interests, but also by situational and variable factors, such as the level of demands or the learning environment with its social norms. This leads to the conclusion that academic motivation is, on the one hand, highly variable and context-dependent (e.g., Pekrun & Marsh, 2022) and, on the other hand, highly sensitive to the social context (e.g., Deci & Ryan, 2012), which is strongly determined by peers. Peer relationships provide children with companionship and entertainment, help with problem solving, personal and emotional support, and a foundation for identity development throughout childhood and adolescence.
Self-determination theory also highlights the importance of a sense of belonging as a basic psychological need, alongside the need for autonomy and the experience of competence (Ryan & Deci, 2000). According to this theory, students perceive themselves as more self-determined and motivated in their actions when they feel that they belong to, and are accepted and supported by, their peer group. Empirical evidence supports the importance of peers for emotional experiences, that are closely related to students’ motivational and behavioural outcomes: Students are more motivated and engaged when working with peers (high positive activation), but also less stressed or nervous (low negative activation) than in individual situations (e.g., Knickenberg et al., 2020; Zurbriggen & Venetz, 2016). Although the relevance of peers for academic motivation is well established, individuals’ perceptions of peer support, e.g. in terms of social classroom climate, have (still) received little attention in current research. Social classroom climate can be characterized by mutual respect or a willingness to cooperate. Such a climate makes it easier for young people to establish and maintain positive contacts with each other. There is little evidence of a differentiated relationship between a more prosocial classroom climate and an increase in individual students’ social skills (Hoglund & Leadbeater, 2004). Another study showed that the social and emotional behavioural norms within a classroom community can serve as a reference norm for emotional experience and behaviour at the individual level, to which students can orient themselves (Barth et al., 2004). Specifically in relation to academic motivation, research suggests that student motivation can be enhanced by a positive social classroom climate (e.g., Wang et al., 2020), particularly the perception of supportive peers and teachers (e.g., Raufelder et al., 2013).
Against this theoretical and empirical background, we aim to examine the relationships between aspects of current motivation and peer-related predictors at both the situational (L1) and person levels (L2), in order to gain a deeper understanding of the impact of peer dynamics.
Methodology, Methods, Research Instruments or Sources UsedTo account for the variability of current motivation, a pilot study was conducted using the Experience Sampling Method (ESM; e.g., Hektner et al., 2007), which allows motivation to be assessed close to the situation. Other advantages of ESM are that it captures people’s subjective experiences in real situations with as little measurement bias as possible. The real-time and in-situ measurement reduces retrospective effects (Zurbriggen et al., 2021), while simultaneously capturing characteristics of the situation and the person (Bolger & Laurenceau, 2013).
The study involved NL2=145 fifth graders (M=10.97 years, SD=.09; 56.7% male) from six classes in two secondary schools in North-Rhine Westphalia in Germany. They were asked to report on their current social context (i.e., social interaction with peers) four to five times a day during class over a school week (Monday to Friday). As aspects of current motivation, positive activation (PA; e.g. “exited vs. bored”; Schallberger, 2005), enjoyment of learning (e.g., “It gives me great pleasure.”) and concentration (e.g., “I am completely absorbed in the matter.”; Zurbriggen & Venetz, 2016) were measured simultaneously on a 7-point Likert-scale. In this way, NL1=3099 ‘snapshots’ were collected in the classroom. One short questionnaire took approximately 2 to 3 minutes to fill out. Data were collected offline with the help of tablet computers referring to the movisens application.
Participants also completed a conventional questionnaire on social classroom climate (e.g., “We all stick together in class.”; Rauer & Schuck, 2003) and their perceptions of their peers and teachers as motivators (PPM: e.g., “My classmates and I motivate each other at school.”; TPM: e.g., “I will try harder if I think the teacher believes in me.”; Raufelder et al., 2013) measured with six items each on a 4-point Likert-scale. Multilevel structural equation models (MSEM) were specified in Mplus to examine the effects of social interactions (L1), social classroom climate, PPM, and TPM (L2) on students’ current motivation.
Conclusions, Expected Outcomes or FindingsFirst descriptive results show that the students worked alone in more than half of the measurement times (55.9%), in pairs in 13.3% of the measurement times and in a group or with the class in 20.6% of the measurement times (in the other cases they listened to their teacher or classmates). The intra-class coefficients (ICCs) in a null model indicate that between 26.9% and 41.0% of the total variance in the dependent variables (PA, enjoyment of learning, and concentration) can be attributed to differences between the students. This means that there is sufficient variance at L2 to justify a multilevel analytical approach.
The results of a first random-intercept model, which initially considered only L1 predictors, suggest that both students’ PA (b=.17, p<.05) and enjoyment of learning (b=.16, p<.05) are higher when they interact with peers. This indicates that students enjoy learning more and are more motivated when working with a peer or in groups. There is no significant effect of social interaction on students’ concentration. When L2 predictors (PPM, TPM and social classroom climate) were added in a second random-intercept model, the previously significant effects of the L1 predictor (social interaction) decreased. However, person-level (L2) predictors can explain additional variance in the dependent variables: Students report higher PA when they rate the classroom social climate higher (b=.28, p<.05). Furthermore, they enjoy learning when they perceive their peers as motivators (b=.48, p<.05). In contrast, TPM has no significant predictive value. The variance in students’ concentration could not be explained significantly by the predictors on L1 and L2.
Based on our findings, the relevance of peers for students’ current academic motivation in the classroom will be discussed, along with the challenges and limitations of assessing social interaction in during lessons using ESM.
ReferencesBarth, J. M., Dunlap, S. T., Dane, H., Lochman, J. E., & Wells, K. C. (2004). Classroom environment influences on aggression, peer relations, and academic focus. Journal of School Psychology, 42, 115–133.
Bolger, N., & Laurenceau, J.-P. (2013). Intensive longitudinal methods. An introduction to diary and experience sampling research. The Guilford Press.
Deci, E. L., & Ryan, R. M. (2012). Motivation, personality, and development within embedded social contexts: An overview of self-determination theory. In R. M. Ryan (Ed.), The Oxford Handbook of Human Motivation (pp. 85–107). Oxford University Press.
Heckhausen, H., & Rheinberg, F. (1980). Lernmotivation im Unterricht, erneut betrachtet. Unterrichtswissenschaft, 8, 7–47.
Hektner, J. M., Schmidt, J. A., & Csikszentmihalyi, M. (2007). Experience sampling method: Measuring the quality of everyday life. Sage.
Hoglund, W. L., & Leadbeater, B. J. (2004). The effects of family, school, and classroom ecologies on changes in children’s social competence and emotional and behavioral problems in first grade. Developmental Psychology, 40(4), 533–544.
Knickenberg, M., Zurbriggen, C., & Schmidt, P. (2020). Peers als Quelle aktueller Motivation? Wie Jugendliche mit heterogenen Verhaltensweisen Peerinteraktionen in Abhängigkeit des behavioralen Klassenumfeldes erleben. Zeitschrift für Pädagogische Psychologie, 37(3), 173–187.
Pekrun, R., & Marsh, H. W. (2022). Research on situated motivation and emotion: Progress and open problems. Learning and Instruction, 81, 101664.
Rauer, W., & Schuck, K. D. (2003). FEESS 3–4: Fragebogen zur Erfassung emotionaler und sozialer Schulerfahrungen von Grundschulkindern dritter und vierter Klassen. Manual. Beltz Test.
Raufelder, D., Drury, K., Jagenow, D., Hoferichter, F., & Bukowski, W. (2013). Development and validation of the Relationship and Motivation (REMO) scale to assess students’ perceptions of peers and teachers as motivators in adolescence. Learning and Individual Differences, 24, 182–189.
Ryan, R. M. & Deci, E. L. (2000). Self‐determination theory and the facilitation of intrinsic motivation, social development, and well‐being. American Psychologist, 55, 68–78.
Schallberger, U. (2005). Kurzskalen zur Erfassung der Positiven Aktivierung, Negativen Aktivierung und Valenz in Experience Sampling Studien (PANAVA-KS). Psychologisches Institut, Universität Zürich.
Wang, M.-T., Degol, J. L., Amemiya, J., Parr, A., & Guo, J. (2020). Classroom climate and children’s academic and psychological wellbeing: A systematic review and meta-analysis. Developmental Review, 57, 100912.
Zurbriggen, C. L. A., Jendryczko, D., & Nussbeck, F. W. (2021). Rosy or blue? Change in recall bias of students’ affective experience during early adolescence. Emotion, 21(8), 1637–1649.
Zurbriggen, C. & Venetz, M. (2016). Soziale Partizipation und aktuelles Erleben im gemeinsamen Unterricht. Empirische Pädagogik, 30(1), 98–112.
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