| Issue |
SHS Web of Conferences
Volume 10, 2014
4th International Interdisciplinary Scientific Conference SOCIETY, HEALTH, WELFARE
|
|
|---|---|---|
| Article Number | 00041 | |
| Number of page(s) | 9 | |
| DOI | https://doi.org/10.1051/shsconf/20141000041 | |
| Published online | 09 September 2014 | |
Possibilities of enhancing school students' well-being: Evaluation of the effectiveness of integrative teaching programme
1 Turiba University, Latvia
2 Riga Teacher Training and Educational Management Academy, Latvia
The aim of the research was to evaluate the effectiveness of the Integrative Teaching Programme in enhancing school students' well-being and in lowering their level of school's anxiety1. In total, 608 students with different kinds of learning difficulties (aged from 10 till 19) from 17 schools from different administrative districts of Latvia participated in the implementation of this project. Participants filled out a specially developed questionnaire at the beginning and at the end of one school year. Among other scales integrated in Student's Questionnaire, students filled in a School Anxiety scale and Student's well-beingscale. Results show, that after realization of the Integrative Teaching Programme, a significant decrease was found in the students' school's anxiety level, and significant increase in theirs' well-being level. Developed Integrative Teaching Programme is an effective tool for enhancing students' self-regulation ability, self-confidence, social competence etc. Development of these skills and interaction with teachers and classmates in creative, stimulating and free atmosphere can decrease school's anxiety and as result enchase students' subjective well-being which is a necessary step for integrating students with learning difficulties in normal school life.
This research is a part of the project “Development and Implementation of the Integrative Teaching Programme for Adaptation to the Social Environment for Students With Learning, Cognitive Function and Movement Disorders” sponsored by ESF and realized by the RTTEMA Scientific Research Institute of Pedagogy and Psychology (ESF Nr. 2009/0305/IDP/1.2.2.4.2/09-APIA/VIAA/122).
© Owned by the authors, published by EDP Sciences, 2014
This is an Open Access article distributed under the terms of the Creative Commons Attribution License 4.0, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
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