在学校积极行为支持 - - 一个准实验性的混合方法研究和一个随机对照试验.
Martin Karlberg1, Nina Klang2, Johanna Svahn2
1Department of Education, Uppsala university, Box 2136, Uppsala, 750 02, Sweden. martin.karlberg@edu.uu.se.
BMC psychology
|October 1, 2024
概括
本研究检查了欧洲学校全校积极行为干预和支持 (SW-PBIS) 计划的有效性. 调查结果将为实施这种积极行为支持策略提供信息,以增强学生的福祉和学业成功.
科学领域:
- 教育心理学教育心理学
- 学校气候研究学校气候研究
- 干预科学 干预科学
背景情况:
- 积极的学校气候对于学生的福祉和心理健康至关重要.
- 学校工作人员在培养培养学校环境方面面临着挑战.
- 全校积极行为干预和支持 (SW-PBIS) 是有前途的,但在欧洲范围内需要更多的研究.
研究的目的:
- 调查SW-PBIS对学生社会情感技能和学业成绩的有效性.
- 在干预后评估教师和学生对课堂学习环境的看法.
- 评估学校层面因素的调解或调节作用,并对实施动态进行定性检查.
主要方法:
- 从干预和控制学校在两个招聘波 (活跃和等待名单控制组) 的多个时间点收集数据.
- 层次回归分析以确定SW-PBIS对研究结果的影响.
- 对实施过程和相互作用进行定性检查的民族方法论方法.
主要成果:
- (正在进行的研究;结果待定) 预计将证明SW-PBIS对学生社会情感技能和学业成绩的影响.
- (正在进行的研究;结果待定) 预计将揭示学校层面的因素如何影响干预结果.
- (研究正在进行中;结果待定) 定性数据将阐明实施动态和上下文因素.
结论:
- 该研究将在欧洲背景下为SW-PBIS的有效性提供宝贵的知识.
- 整合定量和定性方法提供了对学校环境意义的全面理解.
- 使用两个招聘波来解决在延长实施期间维持控制组的挑战.
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