Ayotte V, Laurendeau M C
Régie régionale de la santé et des services sociaux de Montréal-Centre.
Can J Public Health. 1998 May-Jun;89(3):176-80. doi: 10.1007/BF03404469.
This study evaluated the effectiveness of an intervention in improving the general, academic, physical and social self-concepts of 2nd to 6th grade students. The activities were carried out by the teachers during the 1992-93 school year. A questionnaire was completed by 271 students of the experimental school and by 467 students of the control school, both before and after the intervention. The multiple regression analyses showed important adjusted gains for self-concepts related to physical appearance, mathematics and relationship with parents. In all three cases, students with the largest deficit benefitted most from the intervention. This study shows that it is possible to improve self-concept and to do so through an intervention carried out in the school environment. This double finding is important to the promotion of psycho-social adaptation since self-concept is an important determinant and since few interventions have reached similar objectives.
本研究评估了一项干预措施在改善二至六年级学生的总体、学业、身体和社会自我概念方面的有效性。这些活动由教师在1992 - 93学年期间开展。实验学校的271名学生和对照学校的467名学生在干预前后都填写了一份问卷。多元回归分析显示，在与外貌、数学以及与父母关系相关的自我概念方面有显著的调整后增益。在所有这三种情况下， deficit最大的学生从干预中受益最多。本研究表明，通过在学校环境中开展的干预措施来改善自我概念是可能的。这一双重发现对于促进心理社会适应很重要，因为自我概念是一个重要的决定因素，而且很少有干预措施能达到类似的目标。
