治疗完整性的重要性:检查剂量和记录干预结果之间的关系
Samantha C Maguire1, Tanya L Eckert1
1Department of Psychology, Syracuse University.
School psychology (Washington, D.C.)
|August 10, 2023
概括
增加的干预剂量在六周内显著提高了三年级学生的写作生产力. 性别没有影响干预剂量,但较低的剂量可能与缺学率和较差的学业成绩有关.
科学领域:
- 教育心理学教育心理学
- 发展识字能力的发展.
- 干预研究研究干预研究
背景情况:
- 了解影响小学生写作技能的因素对于学业成功至关重要.
- 干预剂量在提高写作生产力的作用需要进一步研究.
- 检查教育干预中潜在的性别差异对于公平的结果很重要.
研究的目的:
- 调查干预剂量与三年级学生的写作生产力之间的关系.
- 检查性别与接受的干预剂量的数量之间的关联.
- 探索干预剂量,缺勤率和学术成果之间的潜在联系.
主要方法:
- 这项定量研究涉及391名三年级学生,在6周的干预期内进行.
- 分析干预剂量与学生的写作生产力之间的相关性.
- 对接受干预剂量的性别差异的统计检查.
主要成果:
- 在干预剂量和写作生产率之间发现了统计学上显著的积极关系.
- 在男性和女性学生之间没有观察到干预剂量的统计学上显著差异.
- 较低的干预剂量可能与增加的缺学率和负面的学术后果有关.
结论:
- 干预剂量是提高三年级学生写作生产力的重要因素.
- 目前的干预做法在性别分配方面似乎是公平的.
- 解决学校缺勤问题至关重要,因为它可能与干预减少和不良学业成果有关.
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