Arizona State University, P.O. Box 853701, Tempe, AZ 85287, United States.
University of Richmond, 28 Westhampton Way, Richmond, VA 23173, United States.
J Sch Psychol. 2017 Apr;61:75-88. doi: 10.1016/j.jsp.2017.01.002. Epub 2017 Feb 7.
The present study reports initial efficacy data for a new school-based intervention - the Relationship Building Intervention (RBI) - that includes a series of teacher-facilitated, structured activities designed to promote positive peer relationships and inclusive classroom communities. The RBI was evaluated in fifth-grade classrooms by estimating multilevel model (MLM) analyses of covariance (ANCOVA) comparing 368 fifth-grade students in intervention classrooms with 259 fifth-graders in control classrooms on social behaviors, perceptions of classroom connectedness, and academic performance. Controlling for pretest scores, cohort, and demographic variables, findings revealed that students who participated in the RBI liked school more, felt a greater sense of classroom identification and inclusion, were perceived by teachers to be less aggressive, and performed better academically than students who were in control classrooms. Further, implementation data showed that students and teachers responded positively to the activities. These results suggest that the RBI is a promising approach for improving the social and learning environment in fifth-grade classrooms.
本研究报告了一项新的基于学校的干预措施——关系建立干预（RBI）的初步效果数据，该干预措施包括一系列教师主导的、结构化的活动，旨在促进积极的同伴关系和包容的课堂社区。通过对干预班的 368 名五年级学生和对照班的 259 名五年级学生进行多层次模型（MLM）分析协方差（ANCOVA）的估计，评估了 RBI 在五年级课堂上的效果。在控制前测分数、队列和人口统计学变量的情况下，研究结果表明，参与 RBI 的学生比对照组的学生更喜欢学校，对课堂的认同感和包容性更强，被老师认为攻击性更小，学习成绩也更好。此外，实施数据显示，学生和教师对这些活动反应积极。这些结果表明，RBI 是改善五年级课堂社会和学习环境的一种有前途的方法。
