使用个人网络分析来了解在心理教育干预中课程辅导员和教师之间的互动.
Isidro Maya Jariego1, Andrés Muñoz Alvis2, Daniel Villar Onrubia3
1Universidad de Sevilla, Spain.
Evaluation and program planning
|February 17, 2024
概括
这项研究表明,成功的项目实施依赖于超越促进者的广泛网络,涉及学校领导和教师. 了解这些社会联系可以改善学校的课程整合和忠诚度.
科学领域:
- 教育心理学教育心理学
- 社交网络分析 社交网络分析
- 组织行为 组织行为
背景情况:
- 之前的心理社会干预研究重点是参与者互动和促进者联系.
- 有限的研究探索了促进者在更广泛的组织环境中的联系.
- 了解这些网络对于干预忠实性和当地程序适应性至关重要.
研究的目的:
- 通过个人网络分析,分析程序实施中的社会关系.
- 调查辅导员如何与其他学校工作人员建立联系.
- 了解这些网络对程序忠实性和上下文适应性的影响.
主要方法:
- 结合个人网络分析与定性访谈.
- 收集了来自哥伦比亚巴兰基利亚72所学校的102名教师的数据.
- 应用集群分析来识别网络结构.
主要成果:
- 项目实施网络涉及辅导员,研究主任,课堂教师和其他学校工作人员.
- 确定了两种不同的网络类型:高度凝聚力的团队和围绕研究负责人的集中网络.
- 实施网络促进了活动执行和组织整合.
结论:
- 辅导员的个人网络对于有效的精神教育计划实施至关重要.
- 分析这些网络可以提高程序的忠实性和融入教育环境.
- 这些发现为改善学校实施教育计划的过程提供了洞察力.
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