预防孤独和减少学:挪威高中中学生的 COMPLETE 干预研究结果
Helga Bjørnøy Urke1, Torill Bogsnes Larsen1, Sara Madeleine Eriksen Kristensen1
1Department of Health Promotion and Development, University of Bergen, 5009 Bergen, Norway.
概括
多层次干预改善了学校的气候,但降低了毕业率. 单层干预对学校气候产生了负面影响,增加了学生的孤独感.
科学领域:
- 教育心理学教育心理学
- 学校卫生学校的健康
- 青少年发展 青少年发展
背景情况:
- 改善心理健康的干预措施对于学生的福祉和学业成功至关重要.
- 了解学校气候对孤独和成绩的影响对于中学教育至关重要.
- 现有的研究往往孤立地检查干预措施,需要进行比较研究.
研究的目的:
- 评估通用 (梦想学校计划) 与多层次干预 (梦想学校计划+心理健康支持团队) 对心理健康和学校毕业的差异影响.
- 分析直接和间接的途径,将心理社会干预与挪威高中学生的学校毕业联系起来.
- 为了比较两个不同的干预策略对学生对关爱学校气候和孤独感的感觉的影响.
主要方法:
- 一个准实验性设计,涉及1508名挪威高中学生.
- 实施单层 (梦想学校计划) 和多层干预 (梦想学校计划+心理健康支持团队).
- 使用结构方程模型 (SEM) 进行分析,以检查对完成学业的直接和间接影响,考虑学校气候和孤独感.
主要成果:
- 干预组之间的孤独程度没有显著差异.
- 多层干预组报告说,与单层干预组相比,对关爱的学校气候的看法要高得多.
- 多层干预组与对照组和单层干预组相比,学校毕业率较低;单层干预与孤独感增加和学校气候感知下降有关.
结论:
- 虽然多层次干预促进了更好的学校气候,但矛盾的是,它与较低的学校毕业率有关.
- 单层干预对学校的感知环境产生了负面影响,并增加了学生的孤独感.
- 研究结果强调了心理社会干预,学校气候,孤独和学业成果之间的复杂相互作用,这表明在干预设计和实施时要仔细考虑.
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