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衡量拉丁美洲学校的社会气候:需要多维和多信息测试 - - 一项系统性审查
Mónica V Bravo-Sanzana1, Jorge Varela2, Oscar Terán-Mendoza3
1Núcleo Científico Tecnológico de Ciencias Sociales y Humanidades, Universidad de La Frontera, Temuco, Chile.
Frontiers in psychology
|July 5, 2023
概括
这项系统性审查发现,拉丁美洲的学校社会气候措施,主要来自智利,往往缺乏足够的复杂性来充分捕捉构造. 为了准确的评估,需要更多的多维和多信息人方法.
科学领域:
- 教育教育教育教育教育教育.
- 心理学 心理学 心理学
- 社会科学 社会科学 社会科学
背景情况:
- 学校的社会气候对于理解学生的学习经验至关重要.
- 现有的研究缺乏对拉丁美洲环境的专注审查.
- 学校社会气候的概念和操作定义各不相同.
研究的目的:
- 系统地审查和评估拉丁美洲学校社会气候措施的质量.
- 评估用于测量学校社会气候的仪器的心理测量特性.
- 确定研究缺口,并为未来的测量开发提供信息.
主要方法:
- 按照PRISMA指南进行系统的文献审查.
- 使用了科学网络,Scopus,Psycinfo和SciELO数据库.
- 使用COSMIN检查清单评估方法质量.
主要成果:
- 从582个初始记录中确定了27项相关研究.
- 智利在学校社会气候方面展示了最高的科学生产.
- 大多数措施都侧重于学生的观点,而CECSCE是最常见的工具.
- 现有的措施不足以捕捉学校社会气候的全部复杂性.
结论:
- 拉丁美洲目前的学校社会气候措施的范围有限.
- 需要多维的工具.
- 建议采用多信息者方法进行综合评估.
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