难民儿童的认知,社会和心理健康功能 - - 在学校进行查和支持行动:研究方案
Oskari Lahtinen1, Samuli Kangaslampi2,3, Sanni Aalto1
1INVEST Research Flagship Centre, University of Turku, Turku, FI-20014, Finland.
BMC psychology
|May 7, 2024
概括
这项研究评估了难民儿童的认知,社会和心理健康,以了解教育差距. 调查结果将为学校支持策略提供信息,并评估它们对改善儿童成果的有效性.
科学领域:
- 教育心理学教育心理学
- 儿童发展 儿童发展
- 公共卫生 公共卫生
背景情况:
- 在芬兰,难民和本地出生的孩子之间的教育成绩差距仍然存在.
- 了解认知,社会和心理健康的相互作用对于有针对性的支持至关重要.
- 一种新的查电池正在测试中,以评估这些功能在学龄儿童.
研究的目的:
- 为了比较难民,非难民移民和本地出生的儿童的认知,社会和心理健康功能.
- 研究这些功能的相互关系及其对学业成绩的影响.
- 确定选电池在为学校支持策略提供信息和评估其有效性的有用性.
主要方法:
- 招募450名儿童 (10-12岁),分为三个组:难民,非难民移民和本地出生.
- 在学年开始和结束时进行查,评估认知,社会和心理健康.
- 使用相关性,潜伏档案,ANOVA和回归分析,与儿童,家长和教师的数据.
主要成果:
- 该研究预计将澄清认知,社会和心理健康因素与难民儿童低成绩之间的关系.
- 将收集关于标准化查电池为支持行动提供信息的有效性的证据.
- 将评估支持性干预对儿童功能产生积极结果的潜力.
结论:
- 这项研究将阐明导致难民儿童教育差异的复杂因素.
- 它将为在教育环境中使用选电池提供经验支持.
- 这项研究旨在证明定制支持对难民儿童福祉和学业成功的影响.
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