Using Conjoint Analysis to Predict Teachers’ Preferences for Intervention Intensity
Using Conjoint Analysis to Predict Teachers’ Preferences for Intervention Intensity
复制标题
使用联合分析预测教师对干预强度的偏好
DOI：
10.1007/s12310-020-09385-8
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发表时间：
2020
影响因子：
2.6
通讯作者：
Egan, Theresa E.
中科院分区：
文献类型：
--
作者：
Delgadillo, Arianna A.;Wymbs, Frances A.;Margherio, Samantha M.;Egan, Theresa E.
教师在改善学生的情绪和行为问题方面发挥着重要作用。干预特征（例如，学生干预的频率）和教师特征（例如，心理健康素养）可能会影响教师对干预措施的偏好，并影响服务的接受。联合分析是一种从市场研究中借鉴的权衡技术，它可以通过量化受访者在选择产品或服务时所做的妥协来真实地评估偏好，并已被用于测量心理健康领域的服务偏好。一种称为“离散选择实验”的联合分析技术被用来系统地安排干预组件和子组件，以评估教师对三个常见干预属性（即，学生干预的频率、教师咨询的频率和家长参与的程度）。样本由亚马逊的土耳其机械公司招募的229名小学教师组成。模拟分析估计了教师对低强度干预、中等强度干预、高强度干预或不进行干预的偏好。教师特点的差异（即，信念，心理健康素养，压力）之间的教师更喜欢每一种类型的强度进行了检查。结果表明，干预强度的偏好各不相同，更多的教师喜欢中等强度的干预比任何其他干预。心理健康素养是更大的教师喜欢中等强度的干预比教师不喜欢干预。干预措施包括每周教师咨询和家长参与的选项可能会吸引具有较强心理健康素养的教师。
Teachers play an important role in improving the emotional and behavioral problems of students. Intervention characteristics (e.g., frequency of student intervention) and teacher characteristics (e.g., mental health literacy) may influence teacher preferences for an intervention and impact service uptake. Conjoint analysis, a trade-off technique borrowed from marketing research, can authentically assess preferences by quantifying the compromises respondents make when selecting a product or a service and has been used to measure service preferences in the mental health field. A conjoint analysis technique called a “discrete choice experiment” was used to systematically arrange intervention components and subcomponents to assess teachers’ preferences for the intensity of three common intervention attributes (i.e., frequency of student intervention, frequency of teacher consultation, and level of parental involvement). The sample consisted of 229 elementary school teachers recruited from Amazon’s Mechanical Turk. Simulation analyses estimated teachers’ preferences for a low-intensity intervention, medium-intensity intervention, high-intensity intervention or none of these. Differences in teacher characteristics (i.e., beliefs, mental health literacy, stress) were examined between teachers preferring each type of intensity. Results indicated that preferences for intervention intensity varied, with more teachers preferring a medium-intensity intervention than any other intervention. Mental health literacy was significantly greater among teachers preferring a medium-intensity intervention than teachers preferring no intervention. Interventions consisting of weekly options for teacher consultation and parental involvement may appeal to teachers with strong mental health literacy.
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DOI：
10.1177/0022466913475872
发表时间：
2014
期刊：
The Journal of Special Education
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