技术支持的合作学习作为中高中的普遍心理健康干预
Benedetta Zagni1, Mark J Van Ryzin2,3
1Università di Padova, Padova, Italy.
The British journal of educational psychology
|March 13, 2024
概括
技术支持的合作学习 (CL) 显著改善了青少年同龄人之间的关系,并减少了心理健康问题和受害. 这种方法为学校解决青年心理健康危机提供了一个可扩展的解决方案.
科学领域:
- 教育心理学教育心理学
- 青少年健康 青少年健康
- 教育中的技术教育中的技术
背景情况:
- 青少年心理健康是一个关键的公共卫生问题,传统的学校干预措施产生不一致的结果.
- 需要有效的策略来支持教育环境中的年轻人的心理健康.
研究的目的:
- 评估技术支持的合作学习 (CL) 对青少年心理健康的影响.
- 检查CL对青少年积极同行关系和同行受害的影响.
主要方法:
- 一项涉及太平洋西北地区12所学校813名青少年的研究.
- 使用层次线性建模 (HLM) 来分析通过PeerLearning.net.net促进的CL的有效性.
主要成果:
- 实施CL导致同行关系的显著改善.
- 观察到同行受害和心理健康问题的显著减少.
- 积极的同行关系被发现是减少受害和增强心理健康的重要预测因素.
结论:
- 技术支持的CL显示了通过加强保护因素和减轻风险来改善青少年心理健康的潜力.
- 这种干预为学校提供了一个可扩展和可持续的模型,以有效地应对学生的心理健康挑战.
- 通过技术增强的合作学习为学校提供了一个有希望的,易于使用的工具,以应对青少年心理健康危机.
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