Clinical Child and Family Studies, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, Netherlands.
Developmental Psychology, Utrecht University, Heidelberglaan 1, 3584 CS, Utrecht, Netherlands.
Clin Child Fam Psychol Rev. 2022 Dec;25(4):627-645. doi: 10.1007/s10567-022-00406-3. Epub 2022 Jul 31.
The aims of the present meta-analysis were to (1) examine long-term effects of universal secondary school-based interventions on a broad range of competencies and problems and (2) analyze which intervention components were related to stronger or weaker intervention effects at follow-up. Fifty-four studies of controlled evaluations (283 effect sizes) reporting on 52 unique interventions were included. Long-term intervention effects were significant but small; effect sizes ranged from .08 to .23 in the intrapersonal domain (i.e., subjective psychological functioning) and from .10 to .19 in the interpersonal domain (i.e., social functioning). Intervention components were generally related to effects on specific outcomes. Some components (e.g., group discussions) were even related to both stronger and weaker effects depending on the assessed outcome. Moreover, components associated with long-term effects differed from those associated with short-term effects. Our findings underscore the importance of carefully selecting components to foster long-term development on specific outcomes.PROSPERO registration number: CRD42019137981.
(1) 考察基于普通中学的广泛干预措施对多种能力和问题的长期效果；(2) 分析哪些干预组成部分与随访时更强或更弱的干预效果相关。共有 54 项对照评估研究（283 个效应量），涉及 52 项独特的干预措施，被纳入本研究。长期干预效果显著但较小；人际领域（即主观心理功能）的效应量范围为.08 至.23，人际领域（即社会功能）的效应量范围为.10 至.19。干预组成部分通常与特定结果的效果相关。一些组成部分（例如，小组讨论）甚至根据评估的结果与更强和更弱的效果相关。此外，与长期效果相关的组成部分与与短期效果相关的组成部分不同。我们的研究结果强调了仔细选择组件以促进特定结果的长期发展的重要性。PROSPERO 注册号：CRD42019137981。
