Evaluation of the Anger Management Intervention Program, the Mini-Diamond, Targeted Primary School students: A Controlled Trial with Foevacus on Well-being
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Evaluation of the Anger Management Intervention Program, the Mini-Diamond, Targeted Primary School students : A Controlled Trial with Foevacus on Well-being. / Liu, Jie; Dammeyer, Jesper; Amholt, Thea Toft; Carter, Rhonwyn; Niclasen, Janni.
I: Scandinavian Journal of Educational Research, Bind 66, Nr. 4, 2022, s. 672-684.Publikation: Bidrag til tidsskrift › Tidsskriftartikel › Forskning › fagfællebedømt
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TY - JOUR
T1 - Evaluation of the Anger Management Intervention Program, the Mini-Diamond, Targeted Primary School students
T2 - A Controlled Trial with Foevacus on Well-being
AU - Liu, Jie
AU - Dammeyer, Jesper
AU - Amholt, Thea Toft
AU - Carter, Rhonwyn
AU - Niclasen, Janni
PY - 2022
Y1 - 2022
N2 - Anger and aggressive behaviour are part of everyday school-life and have been reported to be negatively associated with student well-being and academic performance. School-based interventions, developed to target anger and aggressive behaviour, are scarce. One such Danish intervention, the so-called Mini-Diamond, has been developed and implemented in several Danish municipalities. The aim of the current study was to evaluate the potential effects of the Mini-Diamond on student well-being in a controlled trial. Outcome measures included aspects of child- and parent-rated student well-being, including school connectedness, learning self-efficacy, and bullying. All children in grades 0–2 in Rødovre (intervention) and Herlev (control) municipalities participated and filled out the same questionnaires. No effects of the Mini-Diamond intervention were found on any of the outcomes. Potential reasons for this are discussed, including the possibility that there is no effect of the Mini-Diamond intervention on well-being, together with limitations and implications of the current study.
AB - Anger and aggressive behaviour are part of everyday school-life and have been reported to be negatively associated with student well-being and academic performance. School-based interventions, developed to target anger and aggressive behaviour, are scarce. One such Danish intervention, the so-called Mini-Diamond, has been developed and implemented in several Danish municipalities. The aim of the current study was to evaluate the potential effects of the Mini-Diamond on student well-being in a controlled trial. Outcome measures included aspects of child- and parent-rated student well-being, including school connectedness, learning self-efficacy, and bullying. All children in grades 0–2 in Rødovre (intervention) and Herlev (control) municipalities participated and filled out the same questionnaires. No effects of the Mini-Diamond intervention were found on any of the outcomes. Potential reasons for this are discussed, including the possibility that there is no effect of the Mini-Diamond intervention on well-being, together with limitations and implications of the current study.
KW - Faculty of Social Sciences
KW - well-being
KW - anger management
KW - aggression
KW - Mini-Diamond
KW - school-based intervention
KW - Mini-Diamenten
KW - children
KW - børnungeliv
KW - skolesundhed.dk
KW - diamantforløbene
U2 - 10.1080/00313831.2021.1910558
DO - 10.1080/00313831.2021.1910558
M3 - Journal article
VL - 66
SP - 672
EP - 684
JO - Scandinavian Journal of Educational Research
JF - Scandinavian Journal of Educational Research
SN - 0031-3831
IS - 4
ER -
ID: 289321402