Telling tales in school: Extended contact interventions in the classroom
Telling tales in school: Extended contact interventions in the classroom
复制标题
在学校讲故事：课堂上的扩展接触干预
DOI：
--
复制
发表时间：
2016
期刊：
影响因子：
--
通讯作者：
Rupert Brown
中科院分区：
文献类型：
--
作者：
K. Aronson;C. Stefanile;Camilla Matera;A. Nerini;J. Grisolaghi;Gianmarco Romani;F. Massai;P. Antonelli;Laura Ferraresi;Rupert Brown
在之前的实验研究中，扩大接触已经证明了它可以有效促进儿童更积极的群体间态度。当前的项目评估了在两个新颖的学校环境中使用涉及讲故事的扩展接触干预措施：美国（N = 213）和意大利（N = 222）5-12岁儿童。研究结果表明，这两个地点的干预措施对年轻的少数族裔和多数族儿童来说是有效的，但对积极结果的持久性提出了质疑。讨论了应用和影响。
Extended contact has demonstrated its effectiveness in promoting more positive intergroup attitudes among children in previous experimental research. The current project evaluates the use of extended contact interventions involving story-telling in two novel school settings: the United States (N = 213) and Italy (N = 222) among children aged 5–12 years. Findings indicate support for the effectiveness of the interventions in these two locations among younger minority and majority children but call into question the durability of positive outcomes. Applications and implications are discussed.
影响因子：
4.6
作者：
Feddes, Allard R.;Noack, Peter;Rutland, Adam
通讯作者：
Rutland, Adam