The main purpose of this chapter is to provide a synopsis of interventions over the life course and their effectiveness on the SOC. On the SOC’s changeability by health-promoting interventions is lacking. However, an overview of empirical evidence ![]() Research emerged on therapies, training, or interventions aiming to strengthen the SOC (Langeland et al., 2006). In the last two decades, there was an increasing research interest in the ability of tailored interventions to modify and strengthen the SOC of various target groups. Research also indicates that the SOC may become stronger due to major life events such as childbirth (Lindström et al., 2017) or experiences in everyday life (Maass et al., 2017). Accordingly, the view that the SOC is stable after 30 years of age might be modified (Suominen, 1993). In general, knowledge is much more available. They participate in different kinds of therapies or coaching, start a new partnership, parenthood, education, different kind of courses, and new jobs. People live longer in general and experience major life changes after 30 years of age. The world and societies have developed and changed since then. However, Antonovsky made this tentative hypothesis in 1987, over 30 years ago. He emphasized that this is a hypothesis based on theoretical considerations and is not based on empirical evidence (Antonovsky, 1996a). ![]() Besides, there is a call for reaching a consensus that defines what characterizes a salutogenic intervention and the minimal characteristics that a salutogenic intervention should follow (Álvarez et al., 2020).Īntonovsky ( 1979, 1987, 1992, 1996a) claimed that the Sense of Coherence is an internal experience that gradually develops during youth to a rather lasting and stable quality of an individual after 30 years of age. ![]() However, there is a lack of knowledge about studies investigating the effects of interventions, based on salutogenesis during the life course, on SOC (Bauer et al., 2019 Hochwälder, 2019). The discussion shows how the field would be clarified if studies made their choices of conceptualization clear in terms of these dimensions and categories, and if research as a whole becomes more aware of restrictions/limitations in identity research, particularly at different points of the educational trajectory of students.There is an extensive amount of publications about the Sense of Coherence (SOC), the main concept in salutogenesis (Eriksson and Lindström, 2005, 2006, 2007 Eriksson and Mittelmark, 2017). An emphasis on representational aspects of identities, particularly during higher education, and enacted and practice-related identities during primary and secondary education research was found. An analysis of 69 papers revealed 3 main dimensions that characterized how identity is conceptually defined in any research literature (social/subjective, enacted/representational and change/stability) and 5 main categories that describe how the literature has implemented these dimensions operationally (identity as individual attributes identity as narratives identity as a relationship with specific practices identity as ways of acting and identities as afforded and constrained by local practices). This study aims to summarize how the concept has been employed and to develop an integrative model for analyzing concept-definitions and concept-operationalizations of MLI. In the mathematics education research field, arguments have been made that the conceptualization of Mathematics Identity (MI) is inconsistent and this makes the literature as a whole incoherent. This paper presents the results of a systematic review of the empirical literature, reported in research journals, on Mathematics Learner Identity (MLI).
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