Does “prosocial experience and metacognitive intervention program” improve Danish children’s quality of life?

Research aimWe investigated how a student-centered intervention which involved metacognitive strategies and prosocial experience affect children’s Quality of Life (QoL) in a school setting.Theoretical and methodology frameworkEducational service for children has become multifaceted and QoL has become a particular area of focus. Previous research found that prosocial experiences are strongly correlated with increase in subjective satisfaction and well-being in early adolescent, suggesting the association between prosocial experience and QoL. Another area that is recently gaining attention is metacognition. Metacognitive strategies have been introduced in schooling to support the students toward success, enhance their performance and develop a sense of independence. While these strategies seem to point to a link between metacognition and QoL, few studies have been conducted that address this association. Therefore, it is important to conduct research with this focus and specifically to carry it out in an everyday school context and in a way that is children centered. ParticipantsA fifth grade class of 45 children in Denmark between 11 and 13 years of age, (24(53%) were boys), were included.InterventionThe intervention lasted 10 weeks and consisted of the following activities with focus on helping others’ activities and self-evaluation.MeasurementsAt the start and the end of the intervention, self-rating scales were fulfilled by the children: Metacognitive Awareness Inventory (MAI) (Schraw & Dennison, 1994) and Questionnaire for Measuring Health-Related Quality of Life in Children and Adolescents Revised Version (Kid-KINDLR) (Ravens-Sieberer & Bullinger 1998a, 1998b).Conclusions / findingsThe overall finding of this study was that the children (both boys and girls) scored higher on the total score of QoL questionnaire (t(41)=-2.03, p<.05) (Kid-KINDLR) and specifically, the self-esteem subscale(t(43)=-3.41, p<.01). This finding is in line with what previous research have found about the significant impact that prosocial intervention can have on the children’s overall QoL and self-esteem.Overall, no significant differences were found with respect to metacognitive ability. Only a higher score on the Evaluation subscale (t(20)=-2.71, p<.05) of MAI among boys was found as a consequence of the intervention. Future research will need to apply different tests for metacognitive abilities. With regard to gender, boys scored significantly higher on their total score of the Kid-KINDLR (t(19)=-2.13, p<.05) and the subscale of self-esteem of Kid-KINDLR (t(20)=-3.40, p<.01) after the intervention compared to before. The educational intervention seems to have impact on the Danish children’s overall QoL and self-esteem. Schools and teachers might benefit from using these types of short and simple interventions to promote children’s QoL and other prosocial abilities. The children used only a few minutes to set goals and complete self-evaluations for helping others during the day at school.