Impact of a social-emotional and character development program on school-level indicators of academic achievement, absenteeism, and disciplinary outcomes: A matched-pair, cluster randomized, controlled trial.
Impact of a social-emotional and character development program on school-level indicators of academic achievement, absenteeism, and disciplinary outcomes: A matched-pair, cluster randomized, controlled trial.
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DOI：
10.1080/19345740903353436
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发表时间：
2010-01
影响因子：
1.8
通讯作者：
Li KK
中科院分区：
文献类型：
--
作者：
Snyder F;Flay B;Vuchinich S;Acock A;Washburn I;Beets M;Li KK
本文采用配对、整群随机、对照设计，研究以小学为基础的综合性社会情感和性格教育计划对学校成绩、缺勤率和纪律结果的影响。积极行动夏威夷试验包括20所种族/民族多样化的学校（平均入学人数= 544），并从2002-03学年到2005-06学年进行。使用学校一级的档案数据，分析比较从基线（2002年）到一年后试验（2007年）的变化，结果显示干预学校在TerraNova（第二版）上的得分提高了9.8%。在阅读测试中，8.8%的学生在数学上有进步;在夏威夷的内容和表现标准中，阅读成绩提高了20.7%，数学成绩提高了51.4%;干预学校报告说，旷课率降低了15.2%，停学率（72.6%）和留级率（72.7%）也有所下降。总体而言，所有检查结果的效应量为中等至大（范围0.5-1.1）。使用排列模型和随机截距增长曲线模型进行的敏感性分析证实了结果。结果提供的证据表明，一个全面的校本计划，专门开发的目标学生的行为和性格，可以积极影响学校水平的成绩，出勤率和纪律的结果同时。
This paper reports the effects of a comprehensive elementary school-based social-emotional and character education program on school-level achievement, absenteeism, and disciplinary outcomes utilizing a matched-pair, cluster randomized, controlled design. The Positive Action Hawai‘i trial included 20 racially/ethnically diverse schools (mean enrollment = 544) and was conducted from the 2002-03 through the 2005-06 academic years. Using school-level archival data, analyses comparing change from baseline (2002) to one-year post trial (2007) revealed that intervention schools scored 9.8% better on the TerraNova (2nd ed.) test for reading and 8.8% on math; 20.7% better in Hawai‘i Content and Performance Standards scores for reading and 51.4% better in math; and that intervention schools reported 15.2% lower absenteeism and fewer suspensions (72.6%) and retentions (72.7%). Overall, effect sizes were moderate to large (range 0.5-1.1) for all of the examined outcomes. Sensitivity analyses using permutation models and random-intercept growth curve models substantiated results. The results provide evidence that a comprehensive school-based program, specifically developed to target student behavior and character, can positively influence school-level achievement, attendance, and disciplinary outcomes concurrently.