Julian Rech, Esther Ramakers-van Dorp, Bernhard Möginger, Berenika Hausnerova
Modeling of Creep Behavior of Particulate Composites with Focus on Interfacial Adhesion Effect
International journal of molecular sciences
positive selfesteem predicts happiness wellbeing serves protective factor favorable mental health scholarly gaming within school setting may serve channel deliver mental health curriculum designed improve selfesteem study aims evaluate impact scholarly gaming curriculum without embedded preventive mental health curriculum mental health moments mhm adolescents selfesteem scholarly gaming curriculum mhm developed 3 educators schoolbased health intervention expert scholarly gaming curriculum aligned academic guidelines international society technology education teaching technologybased career skills video game business development curriculum consisted 40 lessons delivered 14 weeks minimum 120 minutes per week total 83 schools previous gaming engagement invited participate 34 agreed schools allocated mhm mhm arms matched pairs experimental design mhm group received scholarly gaming curriculum alone whereas mhm group received scholarly gaming curriculum plus mhm embedded 27 lessons mhm integrated concepts perma framework positive psychology well collaborative academic social emotional learning casel standards education emphasize selfawareness selfmanagement social awareness relationship skills responsible decisionmaking participants study students schools offering scholarly gaming curricula enrolled recruitment sites participants completed baseline postintervention survey quantifying selfesteem rosenberg selfesteem scale score range 030 score 15 characterizes low selfesteem participants completed baseline postintervention surveys included analysis 471 participants included analysis 235 received mhm intervention 236 received mhm intervention around 749 n353 participants high school n429 911 reported first year participating scholarly gaming participants male n387 822 58 n273 reported race white average selfesteem score baseline 179 sd 51 low selfesteem reported 221 n104 participants 577 n60 participants low selfesteem baseline rated within average level selfesteem post intervention looking two groups selfesteem scores improved 83 among mhm group compared change among mhm group p002 subgroup analyses revealed improvements selfesteem attributed mhm intervention differed race gender sexual orientation adolescents enrolled scholarly gaming curriculum mhm improved selfesteem shifting participants abnormally low selfesteem scores normal ranges adolescent advocates including health care providers need aware nontraditional educational instruction improve students wellbeing