Abstract
Japan and Denmark have two different educational cultures. Where Danish students score high on Quality of Life (QoL) Japanese children score low. An intervention consisting of children's prosocial experience, and metacognitive strategy which was planning, acting and evaluating prosocial behavior themselves in school setting were administered to children 11-12 year of age in Japan and Denmark. Questionnaires measuring the children's QoL and metacognitive skills were applied to evaluate the effect of the intervention. Overall results showed that after the intervention the emotional well-being part of QoL was improved among the Japanese children whereas the self-esteem part of QoL was improved among the Danish children compared to the start of the intervention. However, the impact of QoL was only present for the boy group not the girls in both countries. Contradictory results were found with respect to metacognition. The group of Danish boys improved evaluation skills of metacognitive awareness whereas Japanese boys decreased score in metacognition thought. The effect of the intervention is discussed with respect to the educational cultures in Denmark and Japan, respectively.
Author Information
Ayumi Umino, University of Copenhagen, Denmark
Paper Information
Conference: ACEID2016
Stream: Primary and secondary education
This paper is part of the ACEID2016 Conference Proceedings (View)
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