Implementation quality of whole-school mental health promotion and students' academic performance.
Implementation quality of whole-school mental health promotion and students' academic performance.
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DOI：
10.1111/j.1475-3588.2011.00608.x
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发表时间：
2012-02
影响因子：
6.1
通讯作者：
Keeves JP
中科院分区：
文献类型：
--
作者：
Dix KL;Slee PT;Lawson MJ;Keeves JP
本文主张明确关注全校心理健康促进活动的实施质量，并研究了澳大利亚一项重大心理健康举措中实施质量对学业成绩的影响。使用分层线性模型来调查在 96 所澳大利亚小学实施一项心理健康计划的两年中标准化学业成绩的变化，该计划的重点是提高学生的社交情感能力。在控制了社会经济背景的差异后，实施质量和学业成绩之间存在显着的正相关关系。执行程度高的学校和执行程度低的学校的学生之间的差异相当于长达 6 个月的学习期间学业成绩的差异。鉴于学生学业成绩与心理健康之间的已知关系，许多国家正在实施以学校为基础的心理健康干预措施：然而，计划实施的质量仍然是一个问题。 澳大利亚 KidsMatter 小学心理健康干预措施制定了实施指数，允许将学校分为低到高实施学校。 KidsMatter 的实施质量似乎与学生的学业成绩水平呈正相关，相当于到 7 年级时多学了 6 个月，超过了社会经济背景的影响
This paper argues for giving explicit attention to the quality of implementation of school-wide mental health promotions and examines the impact of implementation quality on academic performance in a major Australian mental health initiative. Hierarchical linear modelling was used to investigate change in standardised academic performance across the 2-year implementation of a mental health initiative in 96 Australian primary (or elementary) schools that was focused on improving student social-emotional competencies. After controlling for differences in socioeconomic background, a significant positive relationship existed between quality of implementation and academic performance. The difference between students in high- and low-implementing schools was equivalent to a difference in academic performance of up to 6 months of schooling. Given the known relationship between student academic achievement and mental health, many nations are mounting school-based mental health interventions: however, the quality of program implementation remains a concern The Australian KidsMatter primary school mental health intervention enabled the development of an Implementation Index allowing schools to be grouped into low- to high- implementing schools The quality of implementation of KidsMatter appears to be positively associated with the level of student academic achievement, equivalent to 6 months more schooling by Year 7, over and above any influence of socioeconomic background
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影响因子：
3.5
作者：
Greenberg, MT
通讯作者：
Greenberg, MT
DOI：
10.1080/1754730x.2008.9715730
发表时间：
2008-01-01
期刊：
ADVANCES IN SCHOOL MENTAL HEALTH PROMOTION
影响因子：
--
作者：
Domitrovich, Celene E.;Bradshaw, Catherine P.;Ialongo, Nicholas S.
通讯作者：
Ialongo, Nicholas S.
影响因子：
7.2
作者：
Adler, NE;Snibbe, AC
通讯作者：
Snibbe, AC
影响因子：
16.4
作者：
KAZDIN, AE
通讯作者：
KAZDIN, AE
影响因子：
2.7
作者：
Kirk, RE
通讯作者：
Kirk, RE