BRIEF INSTRUMENTAL SCHOOL-BASED MENTORING FOR FIRST- AND SECOND-YEAR MIDDLE SCHOOL STUDENTS: A RANDOMIZED EVALUATION
BRIEF INSTRUMENTAL SCHOOL-BASED MENTORING FOR FIRST- AND SECOND-YEAR MIDDLE SCHOOL STUDENTS: A RANDOMIZED EVALUATION
复制标题
DOI：
10.1002/jcop.21719
复制
发表时间：
2015-09-01
影响因子：
2.3
通讯作者：
Ingram, Alexandra
中科院分区：
文献类型：
--
作者：
McQuillin, Samuel;Strait, Gerald;Ingram, Alexandra
校本辅导（SBM）的一个局限性是缺乏结构化的，基于证据的指导会议，明确针对学校相关的成果，如学习成绩和学校行为的做法。为了解决这一问题，我们开发和实验评估了一个简短的SBM程序的基础上改编的实践，以证据为基础的咨询和学术干预，以提高中学生的学业和行为表现的目标。结果表明，学生随机分配到仪器SBM平均8届超过2.5个月的时间（N = 74）表现出更好的数学成绩，减少学校行为办公室转介，并增加生活满意度时，随机分配到控制组的学生（N = 60）。然而，我们的研究结果表明，SBM计划可能会受益于基于循证实践的工具元素的整合。
A limitation of school-based mentoring (SBM) is the lack of structured, evidence-based practices in mentoring sessions that explicitly target school-relevant outcomes, such as academic performance and school behavior. To address this concern, we developed and experimentally evaluated a brief SBM program based on practices adapted from evidence-based counseling and academic interventions with the goal of improving the academic and behavioral performance of middle school students. The results indicate that students randomly assigned to instrumental SBM with an average of 8 sessions over a 2.5 month period (N = 74) showed better math grades, reduced school behavioral office referrals, and increased life satisfaction when compared to students randomly assigned to the control group (N = 60). Tentatively, our results suggest that SBM programs may benefit from the incorporation of instrumental elements based on evidence-based practices.