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Background <p>The present study sought to examine the pedagogical value of developing self-assessment skills through the memorization and regular self-reminding of correct posture among secondary school students. In addition, the research aimed to investigate whether a posture-reminding training method could positively influence self-assessment abilities, health-related behaviors, and stress reduction. The underlying assumption was that beyond the mere provision of theoretical knowledge and instructions related to a healthy lifestyle, it is essential to support students in internalizing and integrating these behaviors into their everyday routines. In the promotion of health-conscious behaviors, self-regulation was considered a key factor alongside formal educational instruction.</p> Methods <p>A total of 169 secondary school students (69 boys and 100 girls) from three high schools in Budapest, Hungary, participated in the study (M<sub>age</sub> = 16.02 ± 0.64). Participants were assigned either to a Habitual Posture Group (HPG) or to a Control Group (CG). The intervention program lasted for seven weeks. Data collection involved questionnaire-based assessments (including the Body Assessment Questionnaire – BAQ), locomotor function tests, and self-report surveys, all administered before and after the intervention period. Statistical analyses were conducted using SPSS software version 25.</p> Results <p>Following the intervention, both groups reported increased consumption of fruits, vegetables, and water, as well as a reduction in alcohol intake. The HPG demonstrated greater improvements in engagement with strength-training exercises and in the use of stress management strategies. While significant gains in back muscle strength were observed in both groups, a significant increase in abdominal muscle strength was found only in the HPG at posttest. Interestingly, the CG exhibited more pronounced improvements on the BAQ, which may be attributed to their lower baseline scores.</p> Conclusion <p>The findings support the effectiveness of self-assessment as a pedagogical strategy for promoting positive health behavior changes among adolescents. Beyond commonly examined factors such as age, socioeconomic background, and school environment, students’ learning attitudes should also be considered in future psychological and educational research.</p>

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High school health education: focus on the development of self-assessment

  • 期刊论文

  • 出版模式：

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  • 发表日期：

    2026年4月9日

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  • Barbara Abonyi,
  • József Bognár,
  • István Simon

摘要

Background

The present study sought to examine the pedagogical value of developing self-assessment skills through the memorization and regular self-reminding of correct posture among secondary school students. In addition, the research aimed to investigate whether a posture-reminding training method could positively influence self-assessment abilities, health-related behaviors, and stress reduction. The underlying assumption was that beyond the mere provision of theoretical knowledge and instructions related to a healthy lifestyle, it is essential to support students in internalizing and integrating these behaviors into their everyday routines. In the promotion of health-conscious behaviors, self-regulation was considered a key factor alongside formal educational instruction.

Methods

A total of 169 secondary school students (69 boys and 100 girls) from three high schools in Budapest, Hungary, participated in the study (Mage = 16.02 ± 0.64). Participants were assigned either to a Habitual Posture Group (HPG) or to a Control Group (CG). The intervention program lasted for seven weeks. Data collection involved questionnaire-based assessments (including the Body Assessment Questionnaire – BAQ), locomotor function tests, and self-report surveys, all administered before and after the intervention period. Statistical analyses were conducted using SPSS software version 25.

Results

Following the intervention, both groups reported increased consumption of fruits, vegetables, and water, as well as a reduction in alcohol intake. The HPG demonstrated greater improvements in engagement with strength-training exercises and in the use of stress management strategies. While significant gains in back muscle strength were observed in both groups, a significant increase in abdominal muscle strength was found only in the HPG at posttest. Interestingly, the CG exhibited more pronounced improvements on the BAQ, which may be attributed to their lower baseline scores.

Conclusion

The findings support the effectiveness of self-assessment as a pedagogical strategy for promoting positive health behavior changes among adolescents. Beyond commonly examined factors such as age, socioeconomic background, and school environment, students’ learning attitudes should also be considered in future psychological and educational research.