在小学年龄的学后参与者中,恢复力和学校成绩的提高
Dario Longhi1, Marsha Brown1, Becca O'Connor2
1Participatory Research Consulting, Olympia, Washington, USA.
Journal of community psychology
|August 29, 2024
概括
这项研究表明,创伤知情的课后项目显著提高了小学学生的性,提高了学校成绩. 这些计划增强了个人和环境的弹性,有利于整体福祉.
科学领域:
- 儿童心理学 儿童心理学
- 教育心理学教育心理学
- 创伤研究 创伤研究
背景情况:
- 创伤影响年轻学生的性和学业成绩.
- 课后项目提供潜在的干预措施,以支持学生的福祉.
- 测量小学学生的弹性需要经过验证的仪器.
研究的目的:
- 评估创伤信息化计划中小学学生的弹性组件的变化.
- 评估课后课程对学生恢复能力的影响.
- 检查弹性与学校成绩之间的关系.
主要方法:
- 使用了前后纵向研究设计.
- 在三年内,对103名学生进行了缩短的创伤弹性量表.
- 统计分析包括对对 t 测试和回归分析.
主要成果:
- 观察到,情境和个人弹性都显著增加.
- 发现弹性保护成分相互相互作用并相互影响.
- 课后计划支持显著增强个人弹性,这反过来又提高了学校的成绩.
结论:
- 创伤知情的课后项目可以有效地提高年轻学生的性.
- 支持性的干预措施可能有助于缩小学业绩差距.
- 背景支持对于培养受创伤影响的学生的个人性至关重要.
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