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基于学校的干预措施刺激学生的内在和人际关系领域的组成部分:一项荟萃分析。

Components of School-Based Interventions Stimulating Students' Intrapersonal and Interpersonal Domains: A Meta-analysis.

机构信息

Utrecht University, Child and Adolescent Studies, Utrecht, The Netherlands.

University of Amsterdam, Child Development and Education, Amsterdam, The Netherlands.

出版信息

Clin Child Fam Psychol Rev. 2020 Dec;23(4):605-631. doi: 10.1007/s10567-020-00328-y. Epub 2020 Oct 3.

DOI:10.1007/s10567-020-00328-y
PMID:33010010
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC7585570/
Abstract

Many universal school-based interventions aim to stimulate students' intrapersonal (e.g., self-esteem) and interpersonal (e.g., school climate) domains. To improve our understanding of why some of these interventions yield stronger effects than others, we identified intervention components that are related to stronger or weaker intervention effects. We systematically searched four databases (i.e., PsycINFO, PubMed, ERIC, CENTRAL) for controlled evaluations of universal school-based interventions. In total, 104 included studies (529 included effect sizes) reported on 99 unique interventions. Interventions showed small positive effects on the intrapersonal (d = 0.19) and interpersonal (d = 0.15) domains. Focusing on self-awareness and problem solving, using more active learning approaches, and using more extensive interventions predicted stronger intervention effects on aspects of both domains. In contrast, efforts to improve emotion regulation, assertiveness, cognitive coping, and using group discussions predicted weaker intervention effects. Furthermore, commonly implemented components were not necessarily related to stronger intervention effects and components that were related to stronger effects were not necessarily often implemented. Our findings highlight the need to carefully select components for inclusion in interventions.PROSPERO Registration Number: CRD42019137981.

摘要

许多普及性的学校干预旨在激发学生的内在(例如,自尊)和人际(例如,学校氛围)领域。为了更好地理解为什么某些干预措施比其他措施效果更强,我们确定了与更强或更弱的干预效果相关的干预因素。我们系统地在四个数据库(即 PsycINFO、PubMed、ERIC、CENTRAL)中搜索了普及性学校干预的对照评估。共有 104 项纳入研究(529 项纳入效应量)报告了 99 项独特的干预措施。干预措施在内在(d=0.19)和人际(d=0.15)领域显示出较小的积极效果。关注自我意识和解决问题、采用更积极的学习方法以及采用更广泛的干预措施,预测对两个领域的各个方面都会产生更强的干预效果。相比之下,改善情绪调节、自信、认知应对以及采用小组讨论的努力则预示着干预效果较弱。此外,常见的实施组件不一定与更强的干预效果相关,而与更强效果相关的组件不一定经常实施。我们的研究结果强调了仔细选择干预措施纳入内容的必要性。PROSPERO 注册号:CRD42019137981。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/79a8/7585570/b20d5eeec8ee/10567_2020_328_Fig4_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/79a8/7585570/bb5325b496f2/10567_2020_328_Fig1_HTML.jpg
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https://cdn.ncbi.nlm.nih.gov/pmc/blobs/79a8/7585570/c2d877ab9008/10567_2020_328_Fig3_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/79a8/7585570/b20d5eeec8ee/10567_2020_328_Fig4_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/79a8/7585570/bb5325b496f2/10567_2020_328_Fig1_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/79a8/7585570/149cf9fc6e82/10567_2020_328_Fig2_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/79a8/7585570/c2d877ab9008/10567_2020_328_Fig3_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/79a8/7585570/b20d5eeec8ee/10567_2020_328_Fig4_HTML.jpg

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