University of Missouri, 718 Clark Hall, Columbia, MO, 65211, USA.
Prev Sci. 2021 Aug;22(6):775-785. doi: 10.1007/s11121-020-01097-4.
Prevention scientists recognize that implementing effective prevention practices and programs responsive to the needs of individuals but based solely upon the findings from variable-centered methods presents several limitations due to numerous risk factors, pathways, and unobserved influences. One such understudied influence that is masked by variable-centered methods, motivation, is a person-level characteristic that influences treatment outcomes. The purpose of this paper is to demonstrate the use of an alternative person-centered approach, group iterative multiple model estimation (GIMME), to model change over time that focuses on the interdependence of daily student motivation levels and teacher feedback and their relations to student outcomes over time. Specifically, we used GIMME to model person level responses to negative teacher feedback regarding students' next day motivational ratings using data from 58 5th grade students participating in a study of the impact of the self-monitoring and regulation training strategy (SMARTS). Results identified a set of SMARTS students whose daily readiness aligned with high rates of self and teacher agreement regarding ongoing performance ratings. However, results identified a group of students whose daily motivation and readiness for change was adversely impacted by negative teacher feedback the day before. For these students, they were more likely than their peers to experience high levels of depression and internalization scores. Motivationally oriented practice suggestions for providing feedback to students who may be sensitive to this type of feedback and research implications of these findings are discussed.
预防科学家认识到，实施有效的预防措施和计划，以满足个体的需求，但仅基于变量中心方法的发现，由于存在许多风险因素、途径和未观察到的影响，存在着一些局限性。动机是一种被变量中心方法掩盖的研究不足的影响因素，它是一个人水平的特征，影响治疗结果。本文的目的是展示一种替代的以人为中心的方法，即群体迭代多次模型估计（GIMME），用于对随时间变化的模型进行建模，重点关注学生动机水平和教师反馈的相互依存关系，以及它们与学生随时间变化的结果之间的关系。具体来说，我们使用 GIMME 来对学生对教师负面反馈的个人反应进行建模，这些反馈涉及学生下一天的动机评分，数据来自 58 名五年级学生，他们参与了一项关于自我监控和调节训练策略（SMARTS）对学生的影响的研究。结果确定了一组学生，他们的日常准备与学生对正在进行的表现评分的自我和教师的高度一致相吻合。然而，结果确定了一组学生，他们的日常动机和对变化的准备在前一天受到了教师负面反馈的不利影响。对于这些学生来说，他们比同龄人更有可能经历高水平的抑郁和内化评分。讨论了针对可能对这种类型的反馈敏感的学生提供反馈的动机导向实践建议，以及这些发现的研究意义。
