积极行为干预和支持的文化适应1级在中国小学
Hao-Jan Luh1, Hong Ni2, Chun Chen3
1College of Education, Rowan University.
School psychology (Washington, D.C.)
|December 12, 2024
概括
这项研究适应了中国小学积极行为干预和支持 (PBIS). 虽然亲社会行为有所改善,但过度活跃和行为问题增加,突出显示了文化适应需求.
科学领域:
- 教育心理学教育心理学
- 跨文化心理学 跨文化心理学
背景情况:
- 积极行为干预和支持 (PBIS) 证明了提高学生成绩的有效性.
- 关于PBIS在亚洲环境中的文化适应性的研究有限.
研究的目的:
- 在中国一所小学文化上适应和实施PBIS Tier 1.
- 检查文化适应的PBIS对学生行为,学校气候和学术参与的影响.
主要方法:
- 使用案例研究方法,应用文化适应框架.
- 干预涉及PBIS Tier 1的参与,设计和实施阶段.
- 干预前后的数据是通过多个问卷收集的.
主要成果:
- 在学生的亲社会行为,情绪症状和人际关系方面观察到显著的改善.
- 还注意到过度活跃/不注意和行为问题的增加.
- 研究对学校气候和学术参与因素的感知.
结论:
- 在文化上适应PBIS是可行的,但需要仔细考虑潜在的意外后果.
- 需要进一步的研究来完善PBIS以适应亚洲多元文化环境.
- 解决积极和消极的行为变化对于有效实施至关重要.
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