Haney P, Durlak J A
Department of Psychology, Loyola University, Chicago, IL 60626, USA.
J Clin Child Psychol. 1998 Dec;27(4):423-33. doi: 10.1207/s15374424jccp2704_6.
Conducted a meta-analytic review of 116 studies, which indicated significant improvement in children's and adolescents' self-esteem and self-concept, and significant concomitant changes in behavioral, personality, and academic functioning. Interventions specifically focused on changing self-esteem and self-concept were significantly more effective (mean effect size = 0.57) than programs focused on another target, such as behavior or social skills (0.10). Treatment programs were also more effective (0.47) than primary prevention programs (0.09) in changing self-esteem. Four variables emerged as significant predictors of self-esteem outcomes: 2 methodological features (type of design and control group), the use of a theoretical or empirical rationale, and the type of program (treatment or prevention). Future research needs to examine the causal connection between changes occurring in self-esteem and other areas of adjustment, assess intervention success for different ethnic groups and for children of different ages and sex, and determine the long-term impact of interventions.
对116项研究进行了荟萃分析综述，结果表明儿童和青少年的自尊和自我概念有显著改善，行为、个性和学业功能也有显著的伴随变化。专门针对改变自尊和自我概念的干预措施（平均效应量=0.57）比针对其他目标（如行为或社交技能）的项目（0.10）显著更有效。在改变自尊方面，治疗项目（0.47）也比初级预防项目（0.09）更有效。有四个变量成为自尊结果的显著预测因素：两个方法学特征（设计类型和对照组）、理论或实证依据的使用以及项目类型（治疗或预防）。未来的研究需要检验自尊变化与其他适应领域变化之间的因果关系，评估不同种族、不同年龄和性别的儿童的干预成功率，并确定干预措施的长期影响。
