Improving the quality of school interactions and student wellbeing: Impacts after one year of a school-based program in the Democratic Republic of the Congo
Improving the quality of school interactions and student wellbeing: Impacts after one year of a school-based program in the Democratic Republic of the Congo
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提高学校互动质量和学生福祉：刚果民主共和国校本项目实施一年后的影响
DOI：
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发表时间：
2015
期刊：
影响因子：
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通讯作者：
J. Aber
中科院分区：
文献类型：
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作者：
Catalina Torrente;Brian M. Johnston;L. Starkey;E. Seidman;Anjuli Shivshanker;Nina Weisenhorn;J. Annan;J. Aber
提高全世界数百万儿童的教育质量已成为全球优先事项。本研究介绍了第一次实验评估的结果，以测试普遍的校本计划对（1）学校互动的质量（即，学生对学校和教室中的支持/照顾和可预测性/合作水平的感知），以及（2）学生的主观幸福感（即，同伴受害和心理健康问题）。这项研究是在刚果民主共和国进行的，这是一个受数十年冲突影响的低收入国家。评估采用了一个随机分组试验，其中随机分组的单位是2至6所学校的集群。分析中包括3,857名二年级到四年级的学生，他们就读于39个集群中的63所学校。经过一年的部分实施，多层次的分析表明，有希望的，但喜忧参半的结果。该计划对学生对支持和关怀学校和教室的看法产生了显着的积极影响，但对他们的可预测性和合作感产生了负面影响。该计划对学生主观幸福感的平均影响在统计学上并不显著，但对不同的学生群体产生了不同的影响。本文最后讨论了研究的意义和未来的研究方向在这一领域。
Improving the quality of education for millions of children worldwide has become a global priority. This study presents results from the first experimental evaluation to test the impact of a universal school-based program on (1) the quality of school interactions (i.e., students’ perceptions of the level of support/care and predictability/ cooperation in their school and classrooms), and (2) students’ subjective well-being (i.e., peer victimization and mental health problems). The study took place in the Democratic Republic of the Congo, a low-income country affected by decades of conflict. The evaluation employed a cluster-randomized trial, where the unit of randomization was clusters of two to six schools. Included in the analyses were 3,857 students in second through fourth grades, who attended sixty-three schools nested in thirty-nine clusters. After one year of partial implementation, multilevel analyses showed promising but mixed results. The program had a significant positive impact on students’ perceptions of supportive and caring schools and classrooms, but a negative impact on their sense of predictability and cooperation. The program’s average effect on students’ subjective well-being was not statistically significant, but differential impacts were found for various subgroups of students. The paper concludes with a discussion of the implications of the study and future directions for research in this field.
学校学习环境的跨国衡量：创建评估联合国儿童基金会儿童友好学校倡议的指标。
影响因子：
3.3
作者：
Godfrey,ErinB;Osher,David;Williams,Leslie;Wolf,Sharon;Berg,Juliette;Torrente,Catalina;Spier,Elizabeth;Aber,JLawrence
通讯作者：
Aber,JLawrence