Tveit Håvard Horndalen, Drugli May Britt, Fossum Sturla, Handegård Bjørn Helge, Klöckner Christian A, Stenseng Frode
The Regional Centre for Child and Youth Mental Health and Child Welfare - Central Norway, Norwegian University of Science and Technology (NTNU), Trondheim, Norway.
Centre for the Study of Educational Practice (SePu), Innlandet University College, Hamar, Norway.
Front Psychol. 2020 Sep 29;11:555442. doi: 10.3389/fpsyg.2020.555442. eCollection 2020.
This study examined whether, and the extent to which, the Incredible Years Teacher Classroom Management program predicted positive development of children's emotional, behavioral, and social adjustment through changes in the child-teacher relationship. Using data from a longitudinal quasi-experimental intervention trial with a matched control condition, including 1,085 children (49.7% girls, mean = 4.22 years; SD = 0.88 years), the potential associations were tested by means of multilevel path modeling. The mediation model demonstrated that (1) children in the intervention condition achieved more favorable changes in the child-teacher relationship than the control condition; (2) changes in the child-teacher relationship were associated with changes in the target outcomes; and (3) the intervention effects were mediated via changes in the child-teacher relationship.
本研究探讨了“不可思议的岁月教师课堂管理”项目是否以及在何种程度上通过师生关系的变化预测儿童情绪、行为和社会适应的积极发展。利用来自纵向准实验干预试验的数据，该试验设有匹配的对照条件，包括1085名儿童（女孩占49.7%，平均年龄 = 4.22岁；标准差 = 0.88岁），通过多水平路径建模检验潜在关联。中介模型表明：（1）干预组儿童在师生关系方面取得的变化比对照组更有利；（2）师生关系的变化与目标结果的变化相关；（3）干预效果通过师生关系的变化介导。
