由班级教师进行的自我调节干预:对小学生的基本心理需求和课堂参与的影响
Jennifer Cunha1, Juliana Martins1, Rafaela Peseta1
1Psychology Research Centre, School of Psychology, University of Minho, Braga, Portugal.
Frontiers in psychology
|December 21, 2023
概括
"黄色的试验和苦难"干预改善了小学学生的课堂参与和感知能力. 这种以叙事为基础的课程对自我调节和心理需求产生了积极的影响,提高了学生的整体参与度.
科学领域:
- 教育心理学教育心理学
- 发展心理学 发展心理学
- 干预研究 干预研究
背景情况:
- 在整个学龄段,学生的参与度下降,在小学学生中观察到早期脱离参与的迹象.
- 现有的基于叙事的干预措施在改善学校参与方面表现有前途.
- 课堂参与对于学习和成绩至关重要,需要有针对性的干预措施.
研究的目的:
- 评估该项目的影响.
- 黄色的考验和苦难 黄色的考验和苦难
- 干预小学学生在课堂上的参与 (行为,情感,认知,代理).
- 评估干预对基本心理需求 (自主,能力,亲属关系) 的影响,作为参与的先例.
主要方法:
- 准实验性设计,采用测试前和测试后数据收集.
- 由训练有素的四年级教师实施的干预.
- 多变量方差分析 (MANOVA) 用重复测量用于分析.
主要成果:
- 与对照组相比,实验组在所有维度上显示出明显更高的感知能力和课堂参与度.
- 对于积极的结果,观察到小到中等的影响大小.
- 在感知到的自主性和相关性方面没有发现显著差异.
结论:
- 基于叙事的干预有效地提高了小学学生的课堂参与度和感知能力.
- 进一步的研究应该探索长期影响,并完善策略,以加强自主性和相关性.
- 研究结果支持使用这种干预措施来提高学生的参与度和心理健康.
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