Effects of Educational Peer Support on Wellbeing: a Review
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comunitat-uji-handle2:10234/174801
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Título
Effects of Educational Peer Support on Wellbeing: a ReviewFecha de publicación
2021ISSN
2587-0130Cita bibliográfica
Moliner, L., & Alegre, F. (2021). Effects of educational peer support on wellbeing: a review. Journal of Positive Psychology and Wellbeing, 5(4), 1529-1542.Tipo de documento
info:eu-repo/semantics/reviewVersión
info:eu-repo/semantics/publishedVersionPalabras clave / Materias
Resumen
The benefits of peer supported educational strategies have been documented for different
academic and psychological variables. Most of the meta-analysis and reviews refer to
psychological variables such as anxiety ... [+]
The benefits of peer supported educational strategies have been documented for different
academic and psychological variables. Most of the meta-analysis and reviews refer to
psychological variables such as anxiety or self-concept. A high number of studies included
peer supported interventions which aim strictly at improvements of mental wellbeing, but with
no educational training, instruction or sharing of knowledge included. In this research, a
review is carried out to gather articles reporting educational peer support experiences and its
influence on wellbeing. The main aim of this article is to assess the influence of educational
peer support on participants’ wellbeing. A total of 14 studies from years 2007 to 2021 were
included in this review belonging to different educational levels from primary to postuniversity education. The average effect size was Hedge’s g = 1.64 (standard deviation =
1.12). All studies reported positive effect sizes and 85.71% of the studies reported significant
improvements for the wellbeing variable. The main conclusion is that peer supported strategies
are very beneficial for participants’ wellbeing. It is important to note that the vast majority of
studies in the field belonged to higher education or post-university educational contexts.
Hence, more research is needed to address the potentialities of peer supported learning
strategies on primary and secondary education students’ wellbeing. Another important
conclusion is that mixed methods are highly recommended as a small minority of studies in the
field include both, quantitative and qualitative analysis. [-]
Publicado en
Journal of Positive Psychology & Wellbeing 2021, Vol. 5, No. 4, 1529 – 1542Derechos de acceso
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