在学校肯定价值观的预期和意想不到的长期影响
Ian R Hadden1, Peter R Harris1, Matthew J Easterbrook1
1School of Psychology, University of Sussex, Brighton, UK.
The British journal of educational psychology
|July 29, 2024
概括
价值肯定练习并没有提高低社会经济地位 (SES) 数学或英语长期学生的学术成绩. 探索性分析表明,对8级和英语水平的影响各不相同,因性别和学生群体而异.
科学领域:
- 教育心理学教育心理学
- 教育社会学教育的社会学
- 干预研究 干预研究
背景情况:
- 以前的研究表明,价值观肯定写作练习改善了低社会经济地位 (SES) 学生的数学成绩.
- 最初的研究涉及英格兰11-14岁的学生.
研究的目的:
- 调查价值观肯定对低社会经济地位 (SES) 学生学术成绩的长期影响.
- 为了跟进一项先前的研究,检查价值肯定干预措施的影响.
主要方法:
- 对来自原始研究的学生在16岁时的国家标准化评估结果的分析.
- 涉及409名学生,包括95名低社会经济地位 (SES) 的学生,在干预后2-4年进行评估.
- 测试了预先注册的假设,以及探索性分析.
主要成果:
- 价值肯定并没有显著提高低社会经济地位 (SES) 学生的数学或英语成绩.
- 探索性发现显示,一些低社会经济地位 (SES) 队列的Attainment 8分数增加.
- 干预的影响因学科和性别而异,男孩的英语水平增加,女孩的英语水平下降.
结论:
- 价值观肯定的长期好处可能是群体特定的和主体依赖的.
- 干预效应可能是时间有限的,这表明需要进一步研究.
- 未来的研究应该探索在哪些条件下,价值观肯定是有效的持续学生的成功.
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