衡量家长的学校参与:一个系统的审查
Helena Mocho1, Cátia Martins1, Rita Dos Santos1
1University Research Center in Psychology (CUIP), University of Algarve, 8005-139 Faro, Portugal.
概括
这次系统性审查确定并评估了家长参与学校 (PSI) 工具,发现了测量中的不一致性. 该研究促进了更一致的评估,以提高对PSI的理解.
科学领域:
- 教育心理学教育心理学
- 儿童发展 儿童发展
- 家庭研究 家庭研究
背景情况:
- 家长参与学校 (PSI) 对于学术调整和发展至关重要.
- 现有的研究表明,在定义和测量PSI时存在不一致.
- 存在对标准化和心理测量健全的PSI仪器的需求.
研究的目的:
- 系统地确定衡量家长参与学校 (PSI) 的工具.
- 分析支持这些PSI工具的理论模型.
- 评估已识别的PSI测量工具的心理测量特性.
主要方法:
- 按照PRISMA指南进行系统审查.
- 搜索了六个主要的学术数据库 (2000-2024年).
- 包括使用家长,教师或儿童 (6-15岁) 工具的定量研究.
主要成果:
- 在38项研究中确定了43个PSI工具.
- 七个仪器与爱斯坦的模型保持一致;九个与胡佛-登普西和桑德勒框架.
- 使用MMAT评估研究质量为中等至高.
结论:
- 这次审查澄清了PSI的运行和测量.
- 促进一致和可复制的PSI评估.
- 提高了与家长参与学校相关的研究结果的有效性.
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