Notice bibliographique
Résumé
Although wellness has become a declared priority within education, a thorough exploration of the factors responsible for student wellness has yet to occur.There have been many studies with a focus on adolescent problems; however, wellness research is limited and non-holistic in its approach.This dissertation sought to explore the adolescent wellness phenomenon and the factors influencing its enhancement through the experiences of adolescents and teachers.The primary purpose of the research was to explore adolescents' perceptions of wellness in two mid-sized Western Canadian high schools.The second purpose was to use a theoretical framework to describe the relationship between adolescent perceptions of wellness and the developmental dimensions of adolescent lives, the perceived influences on adolescent wellness, and the links between professional support (teachers) and students' perceived levels of wellness (low, medium and high-level wellness).To accomplish this, two hundred and eighty grade eleven students completed a wellness survey.Additionally, subgroups of 22 students and 6 teachers were asked to participate in focus group discussions.It was found that wellness was a complex and multifaceted phenomenon.The study revealed that there were at least four dimensions contributing to the balance of wellness: physical (physical activity, nutrition, smoking, drugs and alcohol), psychological (self-esteem, media), spiritual and social (parents, teachers and peers).For many students, the dimensions were not considered equally important, but wellness was seen to involve maintaining a balance in life.The findings of the study indicated that modifications to particular areas of educational practice should be considered when working to promote adolescent wellness iii and some of the suggested change areas include: additional professional development, school health programming and committing to school partnerships with health care professionals such as nurses.Implications for educational policy included the support for professional development related to health education, policies that fiscally support the hiring of school health nurses, and policies that are reflective of adolescent developmental stages.Among the implications for research are a need to further explore the conceptualization of adolescent wellness in youth of all ages and in schools across the Canada, as well as the need for longitudinal studies which would allow for further investigation of wellness, and its validity beyond this study.
Récupéré en direct depuis OpenAlex et désinversé. Les résumés ne sont pas conservés dans cette base de données : les index inversés représentent 8,6 Go des 9,3 Go de texte de la base, et le serveur dispose de 13 Go libres.
Comment cette classification a été obtenuedéplier
Prédiction distillée sur la base complète
Imitation des enseignantsNi prévalence calibrée, ni vérité terrain. Validation humaine à venir. Apprise à partir de 10 348 étiquettes directes de Codex et de 10 348 étiquettes directes de Gemma. Le mode candidate est l'union des têtes enseignantes seuillées; le consensus est leur intersection. Ces sorties portent le statut machine_predicted_unvalidated et ne sont ni des étiquettes humaines ni des étiquettes directes de modèles de pointe.
Scores Codex et Gemma par catégorie
| Catégorie | Codex | Gemma |
|---|---|---|
| Métarecherche | 0,000 | 0,000 |
| Méta-épidémiologie (sens strict) | 0,000 | 0,000 |
| Méta-épidémiologie (sens large) | 0,001 | 0,001 |
| Bibliométrie | 0,001 | 0,001 |
| Études des sciences et des technologies | 0,001 | 0,002 |
| Communication savante | 0,000 | 0,002 |
| Science ouverte | 0,002 | 0,000 |
| Intégrité de la recherche | 0,000 | 0,000 |
| Charge utile insuffisante (le modèle a refusé de juger) | 0,003 | 0,000 |
Scores machine (provisoires)
Les deux têtes enseignantes du modèle étudiant, lues sur ce travail. Un score ordonne la base pour la relecture; il n'affirme jamais une catégorie, et le statut de validation accompagne chaque rangée tel quel.
Scores de référence d'un modèle non mature (critères de maturité non atteints, 7 itérations). Un score ordonne; il n'affirme jamais une catégorie.
score_only:v0-immature-baseline · tel quel depuis la passe de notation : score_only signifie que le nombre peut ordonner les travaux, et qu'aucune étiquette de catégorie n'en découleClassification
machine, non validéePrédiction automatique; un appel candidat d’une seule tête enseignante, pas un consensus.
Le détail, modèle par modèle et score par score, se trouve en fin de page sous « Comment cette classification a été obtenue ».