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Marit Andersen NHPRC 2013

Marit Andersen NHPRC 2013



A student’s perspective

A student’s perspective
How can the learning environment contribute to students’ sense of coping?



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    Marit Andersen NHPRC 2013 Marit Andersen NHPRC 2013 Presentation Transcript

    • Presentation master thesis – 7th Nordic Health Promotion Research Conference Vestfold University College Health Promotion Learning Environment - A student’s perspective How can the learning environment contribute to students’ sense of coping? Marit Andersen PPT (pedagogical and psychological counselling service), Horten municipality e-mail: maritand@gmail.com Co-author: Grete Eide Rønningen, Associated professor, Vestfold University Cogllege
    • Background • All students are entitled to a good physical and psychosocial environment conducive to health, well- being and learning. • The Education Act of 17th July 1998, Chapter 9a • School is an important setting for health promotion • It is a natural setting where the young people spend the majority of their time • Important for their academic, social and personal development
    • Purpose • To increase the knowledge of what students themselves highlights as important for their sense of coherence and coping at school • To increase the knowledge of how schools can facilitate an learning environment that promotes a sense of coherence and a framework that promotes good health
    • Theoretical framework • The Salutogenic approach • Antonovskys theory – sense of coherence (SOC) • Comprehensibility, manageability and meaningfulness • Coping • Contextual, social and emotional factors • Social support • The quality of the relationship • Participation • Provides the basis of the meaningfulness component
    • Methodology • Qualitative method • Five focus groups • 31 students of in the age 11-12 years – collected from one school with a population of 66 students in grade 7 Focus group Class Boys Girls Absence Focus gr. 1 X 5 2 0 Focus gr. 2 Y 4 2 0 Focus gr. 3 Y 3 3 0 Focus gr. 4 Z 3 2 2 Focus gr. 5 Z 5 2 0
    • Empirical data
    • Empirical data - Categories ‘ Connectedness – Support - Participation They wanted to amount to something in life Experience school as meaningful
    • Participation Support Connectedness Conclusion Coping SOC Engagement Motivation Meaningfulness Health promoting learning Environment Relationships
    • Thank you!