Karlberg Martin, Klang Nina, Svahn Johanna
Department of Education, Uppsala university, Box 2136, Uppsala, 750 02, Sweden.
BMC Psychol. 2024 Oct 1;12(1):521. doi: 10.1186/s40359-024-02021-z.
While positive school climate is important for students' well-being and mental health, school personnel may experience challenges in creating a nurturing school climate. School-Wide Positive Behavioral Interventions and Supports (SW-PBIS) has shown positive effects on school climate and children's prosocial behaviors, but fewer studies have been conducted in a European context.
This project aims to investigate the effectiveness of SW-PBIS program for students' social-emotional skills and academic achievement as well as teachers' and students' perceptions of classroom learning environment. Furthermore, the study intends to evaluate how school-level factors mediate or moderate the effects of the intervention. In addition, the study includes a qualitative evaluation of the dynamic interaction processes that occur during program implementation in local school contexts.
Data on school- and individual-level measures are collected in intervention and control schools. With regard to challenges in retaining control groups over extended time periods, two waves of recruitment are used. In the first wave, an active control group is used and data are collected during three time points. In the second wave, a wait-list control group will be used and data will be collected during two time points during one school year. Hierarchical regression analyses will be conducted to explore the effects of SW-PBIS on the outcomes of the study. An ethno-methodological approach will be applied to provide a detailed examination of the social interactional and meaning-making practices of different school implementation teams, and the negotiation of normative expectations and rules of conduct in peer-teacher-student interactions in different classrooms.
The study is expected to contribute to knowledge on the effects of the SW-PBIS program and how these effects may be mediated or moderated by school-level factors. Combining quantitative and qualitative methods to explore the significance of school contexts in the implementation of the SW-PBIS program constitutes the strength of the study. The challenge in the study is the extended period of implementation of SW-PBIS, which entails difficulties in retaining a control group over the required time period. Therefore, two waves of recruitment are used, encompassing different procedures of allocation to intervention or control group.
ClinicalTrials.gov Identifier: NCT06270914 on the 22nd of February, 2024 (retrospectively registered).
虽然积极的学校氛围对学生的幸福和心理健康很重要，但学校工作人员在营造一个滋养性的学校氛围方面可能会遇到挑战。全校性积极行为干预与支持（SW-PBIS）已显示出对学校氛围和儿童亲社会行为有积极影响，但在欧洲背景下进行的研究较少。
本项目旨在调查SW-PBIS计划对学生社会情感技能和学业成绩的有效性，以及教师和学生对课堂学习环境的看法。此外，该研究旨在评估学校层面的因素如何介导或调节干预效果。此外，该研究还包括对当地学校背景下项目实施过程中发生的动态互动过程进行定性评估。
在干预学校和对照学校收集学校层面和个人层面的测量数据。考虑到在较长时间段内保留对照组的挑战，采用了两波招募。在第一波中，使用一个积极对照组，并在三个时间点收集数据。在第二波中，将使用一个等待名单对照组，并在一学年的两个时间点收集数据。将进行分层回归分析，以探讨SW-PBIS对研究结果的影响。将应用民族方法学方法，详细考察不同学校实施团队的社会互动和意义建构实践，以及不同课堂中师生互动中规范期望和行为规则的协商。
该研究有望为了解SW-PBIS计划的效果以及这些效果如何由学校层面的因素介导或调节提供知识。结合定量和定性方法来探索学校背景在SW-PBIS计划实施中的重要性是该研究的优势。该研究的挑战在于SW-PBIS的实施周期较长，这使得在所需时间段内保留对照组存在困难。因此，采用了两波招募，包括分配到干预组或对照组的不同程序。
ClinicalTrials.gov标识符：2024年2月22日NCT06270914（追溯注册）
