000			01872nam a22001937a 4500
005			20240508123138.0
008			240508b |||||||| |||| 00| 0 eng d
022			_a0022-0671
100			_aVivo, Deborah R.
245			_aThe effects of online enactive education on secondary school students _b(Journal Article)
260			_aUSA _b: Taylor and Francis Group _c,2023
300			_a230-239p.
440			_aThe Journal of Educational Research _vVolume 116, 2023 - Issue 4, 2023
500			_a***______{For Hard Copy, Please visit Library.}________***
520			_aAbstract: Enactive education is an innovative model based on embodied cognition. This quasi-experimental controlled study with pretest-posttest design investigated the effects of an online enactive school program on students’ learning, academic self-concept, and physical selfconcept. The study was conducted in three secondary schools in Salerno and Potenza, Italy, in 2021. Participants were 431 students, 52.4% girls, mean age 14.27 years (SD=1.01). The study instruments included a school questionnaire and the multidimensional self-concept scale (MSCS). The experimental group received online sessions on mind-body wellbeing, healthy eating, and movement. Controls received non-enactive online classes on the same subjects. Findings indicate that the experimental group, compared to controls, showed higher levels of all the variables considered. Overall effect sizes were high (Hedge’s g 0.69 for learning, 0.36 for academic self-concept, and 1.23 for physical self-concept). Implications include that online enactive education should be used at secondary level to promote desirable educational and psychological outcomes.
650			_aEnactive education| learning| self-concept| secondary school students
856			_uhttps://doi.org/10.1080/00220671.2023.2251405
942			_cPER
999			_c45822 _d45821