Kasen S, Johnson J, Cohen P
Department of Epidemiology of Mental Disorders, New York State Psychiatric Institute, New York 10032.
J Abnorm Child Psychol. 1990 Apr;18(2):165-77. doi: 10.1007/BF00910728.
Reports of differences among schools in emotional and social climate were related to changes in behavioral and emotional problems and alcohol use in students who remained in these schools over a 2-year interval. Four dimensions of school climate were examined. School conflict and social facilitation were shown to be related to increases in childhood psychopathology, whereas student autonomy was not. Effects of academic focus were even stronger than those of conflict, in the sense of being independently related to more syndromes. School climate effects were examined for conditionality on student characteristics and for synergism, It was concluded that intervention to alter the school climate may promote the emotional and behavioral well-being of children and adolescents.
关于学校在情感和社会氛围方面存在差异的报告，与在两年期间仍就读于这些学校的学生的行为和情感问题及饮酒情况的变化有关。研究了学校氛围的四个维度。结果显示，学校冲突和社交促进与儿童精神病理学的增加有关，而学生自主性则不然。从与更多症状独立相关的意义上来说，学业关注的影响甚至比冲突的影响更强。研究了学校氛围对学生特征的条件性影响以及协同作用。得出的结论是，改变学校氛围的干预措施可能会促进儿童和青少年的情感和行为健康。
