基于情绪的学业回避 (EBSA):学生对在专业环境中有效的做法的看法
Cathleen Halligan1, Sarah Cryer1
1London Borough of Camden, GB.
Continuity in education
|May 22, 2024
概括
通过关注情感需求,可以更好地理解基于情感的学业回避 (EBSA). 这项研究发现,相互连接和心理安全是学生经历EBSA的关键保护因素.
科学领域:
- 教育心理学教育心理学
- 儿童和青少年心理健康
- 特殊教育 特殊教育
背景情况:
- 基于情感的避开学校 (EBSA) 描述了有情感需求的学生在参加学校时扎.
- 术语EBSA强调未满足的情感需求,而不是简单的非出席,指导干预策略.
- 一个专业的GCSE设置 (学校X) 已经证明了EBSA学生的成功,与出席率的提高和学术成绩的高率.
研究的目的:
- 探索学生在支持性的教育环境中对保护因素的观点.
- 了解有助于成功重新参与经历EBSA的学生的要素.
- 为支持EBSA学生的上学和学术进步提供信息.
主要方法:
- 在一个专业的GCSE环境中,采用了一个探索性的单个案例研究设计.
- 通过匿名在线半结构化小组访谈收集了定性数据.
- 在一对一的会议中,使用Q排序技术收集了定量数据.
主要成果:
- 主题分析揭示了两个主要主题:互联互通和心理安全.
- 学生们认为这些因素对他们的进步和重新参与至关重要.
- 这些发现与EBSA对有效干预措施的现有研究一致.
结论:
- 互联互通和心理安全是学生体验EBSA的重要保护因素.
- 这些因素对促进学校重新参与和学术成功起到重要作用.
- 该研究强调了在解决EBSA问题时支持性环境的重要性.
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