Methods of Teaching and Class Participation in Relation to Perceived Social Support and Stress: Modifiable factors for improving health and wellbeing among students |
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| Authors: | Gerd Karin Natvig Grethe Albrektsen Ulla Qvarnstr?m |
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| Institution: | 1. Section of Nursing Science, Department of Public Health and Primary Care , University of Bergen , Norway;2. Section for Medical Statistics, Department of Public Health and Primary Health Care , University of Bergen , Norway |
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| Abstract: | Social support and stress have previously been found to be predictors of health among students. In this study, we investigated whether methods of teaching and class participation were related to social support and stress via questionnaire responses from 947 Norwegian adolescents aged 13-15. Linear associations between the variables were assessed in univariate and multivariate analyses of covariance. Highly significant overall effects were found with the amounts of group work, class discussions, and verbal activity. Borderline significant effect was also seen in relation to the amount of independent work. An increasing amount of group work increased the perception of social support from teachers and peers, but showed no significant association with stress. Increasing amounts of class discussions were significantly related to increasing perception of social support, in particular among boys. Class discussions also seemed to reduce the experience of stress, although somewhat inconsistently. Increasing amounts of independent work increased stress, but also increased the perception of social support from peers among boys. No significant associations with traditional teacher instruction were found. Verbal activity was strongly related both to increasing perception of social support and decreasing experiences of stress. In view of the present results, participatory learning activities may promote health by preventing stress experience and promoting social relationships. |
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