EFFECTS OF TRAINING SOCIAL COMPETENCE IN CHILDREN - A METAANALYSIS OF RECENT EVALUATION STUDIES
EFFECTS OF TRAINING SOCIAL COMPETENCE IN CHILDREN - A METAANALYSIS OF RECENT EVALUATION STUDIES
复制标题
DOI：
10.1207/s15374424jccp2303_4
复制
发表时间：
1994-09-01
期刊：
影响因子：
--
通讯作者：
LOSEL, F
中科院分区：
文献类型：
--
作者：
BEELMANN, A;PFINGSTEN, U;LOSEL, F
介绍了一个荟萃分析审查49项研究，从1981年至1990年，社会能力训练（SCT）对3至15岁的孩子的影响。 主要问题是（a）与项目类型和客户特征以及结果标准相关的有效性，（B）差异效应，（c）长期效应的类型，以及（d）与该领域其他荟萃分析的比较。 结果显示SCT是中等有效的。 然而，效应量低于以前的研究。 各种类型的方案和各种客户群体都有具体的、特有的效果。 确定了两个主要问题：第一，只有当直接目标标准（例如，社会认知技能）进行了评估，而对更广泛的结构（例如，社会适应）。 第二，长期效果不佳。 我们的结论是，需要进一步的初步研究的推广和维护的变化。
Presents a meta-analytical review of 49 studies, from 1981 to 1990, on the effect of social competence training (SCT) on 3- to 15-year-olds. Main issues were (a) effectiveness in relation to program type and client characteristics as well as outcome criteria, (b) differential effects, (c) types of long-term effect, and (d) a comparison to other meta-analyses in the field. Results showed that SCT was moderately effective. However, effect sizes were lower than in previous studies. There were specific, characteristic effects for various types of program and on various client groups. Two main problems were identified: First, significant effect sizes were found only when direct goal criteria (e.g., social-cognitive skills) were evaluated, whereas there were few effects on broader constructs (e.g., social adjustment). Second, long-term effects were weak. We concluded that further primary studies are needed on the generalization and maintenance of change.