Self-Reported Engagement in a Drug Prevention Program: Individual and Classroom Effects on Proximal and Behavioral Outcomes
Self-Reported Engagement in a Drug Prevention Program: Individual and Classroom Effects on Proximal and Behavioral Outcomes
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DOI：
10.1007/s10935-018-00532-1
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发表时间：
2019-02-01
影响因子：
1.7
通讯作者：
Scheier, Lawrence M.
中科院分区：
文献类型：
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作者：
Hansen, William B.;Fleming, Charles B.;Scheier, Lawrence M.
许多研究强调学生参与在学术学习和表现中的作用。不太清楚的是参与是否在药物预防计划的结果中发挥作用。我们检查了参与的自我报告措施，作为全明星核心药物预防计划评估的一部分，评估其对目标风险机制和行为结果的影响。学生们在完成干预之前完成了前测，在完成干预之后完成了后测。调查评估了人口统计学、近端干预措施（即，避免物质使用和反社会行为的承诺，与物质使用和反社会行为不一致的感知生活方式，关于物质使用和反社会行为的规范信念，以及父母的注意力），以及酒精，香烟使用和反社会行为的远端结果测量。一个简短的6项后测措施，包括项目挖掘学生的观点教学的程序材料的质量和他们的参与程度与程序是内部一致的（α = 0.79）。多层次的分析，在课堂和个人层面的参与效应表明，课堂平均参与与所有有针对性的风险机制，反社会行为和酒精使用的结果显着相关，控制预测试措施和教室规模。个别学生的参与相对于课堂上的同龄人显着相关的所有后测目标的风险机制和行为结果。目前的研究结果表明，学生应该定期提供参与和感知教学质量的评估，这将提高我们对预防计划如何工作的理解。教师可以通过在课堂上发言时关注学生来提高参与度，使参与者对该计划感到愉快，鼓励学生分享意见，激发注意力，为提供干预做好充分准备，并帮助学生广泛思考药物预防的影响，因为它影响了他们的生活。这种类型的支持将最终吸引学生的方式，将提高这些计划将有他们想要的效果的可能性。
Numerous studies emphasize the role of student engagement in academic learning and performance. Less known is whether engagement plays a role in drug prevention program outcomes. We examined a self-report measure of engagement as part of theAll Stars Coredrug prevention program evaluation, assessing its impact on target risk mechanisms and behavioral outcomes. Students completed pretests just prior to and posttests just after completing the intervention. Surveys assessed demographics, proximal intervening measures (i.e., commitments to avoid substance use and antisocial behavior, perceived lifestyle incongruence with substance use and antisocial behavior, normative beliefs about substance use and antisocial behavior, and parental attentiveness), and distal outcome measures of alcohol, cigarette use, and antisocial behaviors. A brief 6-item posttest measure including items tapping the students' perspective on the quality of teaching the program material and their level of engagement with the program was internally consistent (alpha=.79). Multi-level analyses positing engagement effects at both the classroom- and individual-level indicated that classroom average engagement was significantly associated with all the targeted risk mechanisms, and outcomes of antisocial behavior and alcohol use, controlling for pretest measures and classroom size. Individual student engagement relative to classroom peers was significantly associated with all posttest target risk mechanisms and behavioral outcomes. The current findings suggest that students should routinely provide assessments of engagement and perceived quality of teaching, which would improve our understanding of how prevention programs work. Teachers can improve engagement by paying attention to students when they speak in class, making the program enjoyable to participants, encouraging students to share opinions, stimulating attentiveness, being well prepared to deliver the intervention, and helping students think broadly about implications of drug prevention as it affects their lives. This type of support will ultimately engage students in ways that will enhance the likelihood that these programs will have their desired effects.