Introducing a classroom-based intervention to regulate problem behaviours using metacognitive strategies

IF 2.7 2区心理学 Q2 PSYCHOLOGY, EDUCATIONAL European Journal of Psychology of Education Pub Date : 2024-01-03 DOI:10.1007/s10212-023-00788-0

Reena Cheruvalath, Ajay Ramchandra Gaude

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Abstract

Classroom intervention focusing on peer interaction persuades children to develop positive behaviour. Peer interaction plays a significant role in managing problem behaviour among adolescent children. It facilitates identifying weaknesses in children’s justification for their problem behaviour. Thus, the study aimed to propose a classroom intervention based on meta-cognitive strategies to subdue problem behaviours among secondary school children. The activities were prepared to inoculate the three components of metacognitive skills—awareness, control and regulation. The study conducted on 36 secondary school children shows a positive change in the behaviour among students who have done the intervention. A quasi-experimental design is used for the study. Both quantitative and qualitative analyses of the data were done. A repeated measures ANOVA (RMA) indicated a significant effect on the outcome, p < .05. Post-intervention interview results showed students’ interest in regulating their problem behaviours. The implication is that the proposed learner-centred class intervention can be part of the secondary school curriculum.

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引入基于课堂的干预措施，利用元认知策略调节问题行为

以同伴互动为重点的课堂干预能说服儿童养成积极的行为习惯。同伴互动在管理青少年儿童的问题行为方面发挥着重要作用。它有助于发现孩子们为自己的问题行为辩解的弱点。因此，本研究旨在提出一种基于元认知策略的课堂干预措施，以抑制中学生的问题行为。准备的活动旨在培养元认知技能的三个组成部分--认知、控制和调节。对 36 名中学生进行的研究表明，采取干预措施的学生的行为发生了积极变化。研究采用了准实验设计。对数据进行了定量和定性分析。重复测量方差分析（RMA）表明，干预对结果有显著影响（p < .05）。干预后的访谈结果显示，学生有兴趣调节自己的问题行为。这意味着建议的以学生为中心的课堂干预可以成为中学课程的一部分。

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来源期刊

European Journal of Psychology of Education PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.30

自引率

3.30%

发文量

期刊介绍： The European Journal of Psychology of Education (EJPE) is a quarterly journal oriented toward publishing high-quality papers that address the relevant psychological aspects of educational processes embedded in different institutional, social, and cultural contexts, and which focus on diversity in terms of the participants, their educational trajectories and their socio-cultural contexts. Authors are strongly encouraged to employ a variety of theoretical and methodological tools developed in the psychology of education in order to gain new insights by integrating different perspectives. Instead of reinforcing the divisions and distances between different communities stemming from their theoretical and methodological backgrounds, we would like to invite authors to engage with diverse theoretical and methodological tools in a meaningful way and to search for the new knowledge that can emerge from a combination of these tools. EJPE is open to all papers reflecting findings from original psychological studies on educational processes, as well as to exceptional theoretical and review papers that integrate current knowledge and chart new avenues for future research. Following the assumption that engaging with diversities creates great opportunities for new knowledge, the editorial team wishes to encourage, in particular, authors from less represented countries and regions, as well as young researchers, to submit their work and to keep going through the review process, which can be challenging, but which also presents opportunities for learning and inspiration.