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Enabling Self-Directed Academic and Personal Wellbeing Through Cognitive Education
Gideon P Van Tonder1, Magdalena M Kloppers1, Mary M Grosser2
1Research Unit, Self-Directed Learning, North-West University, Vanderbijlpark, South Africa.
Frontiers in Psychology
|March 4, 2022
Summary
This study shows that Cognitive Education helps teachers foster learner wellbeing. By teaching thinking skills, educators can empower students towards greater self-directed action and academic success.
Area of Science:
- Education
- Psychology
- Cognitive Science
Background:
- Learner wellbeing is declining globally, worsened by the COVID-19 pandemic.
- Self-directed action is crucial for academic and personal wellbeing.
- Limited research exists on advancing self-directed action in school learners.
Purpose of the Study:
- To explore the effectiveness of Cognitive Education intervention for teachers.
- To assess the intervention's potential in developing learners' self-regulated and self-directed action.
Main Methods:
- Qualitative exploratory pilot study in South Africa.
- 80-hour intervention for 17 in-service teachers from primary and pre-schools.
- Data collected through teacher reflections and semi-structured interviews.
Main Results:
- Teachers gained strategies to foster thinking skills and dispositions for self-regulation.
- Classroom conditions were improved to nurture self-directed wellbeing.
- Intervention equipped teachers to support learner academic and personal wellbeing.
Conclusions:
- Cognitive Education is a strengths-based approach to enhancing wellbeing.
- It plays a vital role in enabling self-directed academic and personal wellbeing in learners.
Keywords:
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