Measuring promotors of school functioning: Informing school-based psychosocial support for crisis-affected students in Lebanon

IF 1.8 Q2 EDUCATION & EDUCATIONAL RESEARCH International Journal of School and Educational Psychology Pub Date : 2023-07-07 DOI:10.1080/21683603.2023.2229260
June T. Forsberg, Brenda Ghazale, Samer Siefeldeen, J. schultz
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Abstract

ABSTRACT The evolving situation in Lebanon is characterized by multiple crises that affect education and can negatively affect a student’s school-functioning and mental health. The Ministry of Education and Higher Education decided in 2019 to further intensify and upscale implementation of school-based psychosocial support. This study is a contextualization and validation of the Student Learning in Emergencies Checklist for use in Lebanon. A 27-item questionnaire was proposed and tested to explore categories for measuring the effect of psychosocial support on academic functioning and academic performance and build evidence for program design. Promotors for school functioning were also explored. The participants (N = 1048) were divided between Lebanese students (N = 573) and non-Lebanese students (N = 520) with a mean age of 11.77 and gender balance. Multiple regression analysis demonstrated that the combined proposed categories explained 33.7% of the variance of school functioning as opposed to other factors. The new categories for safety and support at school and safety and support at home were found to predict academic functioning alone. Lebanese students reported significantly reduced scores in safety and support at school compared to non-Lebanese students. The need for psychosocial and educational support increased significantly with age, and males reported lower scores than females. Content and strategies for school-based psychosocial support for students are discussed.
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衡量学校运作的推动者:向黎巴嫩受危机影响的学生提供学校心理社会支持
摘要黎巴嫩不断演变的局势具有多重危机的特点,这些危机影响教育,并可能对学生的学校运作和心理健康产生负面影响。2019年,教育和高等教育部决定进一步加强和提升学校心理社会支持的实施力度。这项研究是对黎巴嫩使用的学生紧急情况下学习检查表的情境化和验证。提出并测试了一份27项问卷,以探索衡量心理社会支持对学习功能和学习成绩影响的类别,并为项目设计提供证据。还探讨了促进学校运作的因素。参与者(N = 1048名)被黎巴嫩学生(N = 573名)和非黎巴嫩学生(N = 520),平均年龄11.77岁,性别平衡。多元回归分析表明,与其他因素相比,组合的拟议类别解释了33.7%的学校功能差异。学校安全和支持以及家庭安全和支持的新类别被发现可以单独预测学术功能。黎巴嫩学生报告说,与非黎巴嫩学生相比,他们在学校的安全和支持方面的成绩显著下降。对心理社会和教育支持的需求随着年龄的增长而显著增加,男性的得分低于女性。讨论了学校为学生提供心理社会支持的内容和策略。
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来源期刊
CiteScore
4.00
自引率
0.00%
发文量
8
期刊介绍: The International Journal of School & Educational Psychology (IJSEP) is the official journal of The International School Psychology Association (ISPA) and is a broad-based, interdisciplinary journal addressing issues of professional importance to the success of children, youth, and families in academics and in life. IJSEP seeks to bridge the gap in psychological and evidence-based practices in schools, and senior practitioners alike are invited to contribute papers to the journal. The Editor-in-Chief, Editors, and Editorial Board are made up of prominent scientists, scholars, and senior practitioners from around the world, and include eminent international and multidisciplinary reviewers who make recommendations about what articles should be published. The journal is unique in that it attempts to include the views of different individuals, and also seek to assist new researchers and practitioners in developing their scholarship. IJSEP follows a rigorous and double-blind anonymous peer review process and requires authors to meet all stylistic and ethical guidelines put forth in the most recent APA Publication Manual. The journal accepts empirical papers using quantitative, qualitative, and mixed-method methodologies that contribute to the knowledge base of any critical, international school or educational issues. Emphasizing the publication of outstanding research articles, IJSEP also considers literature reviews, methodological or theoretical statements related to teaching, learning, schooling, cross-cultural psychology, school psychological services, applied educational psychology, educational research, assessment, new models of instruction, and other school-related areas. While we realize that most learning takes place between ages 0 and 21, IJSEP also focuses on adult learning, special education services with individuals of all ages, and learning and schooling across the life-span.
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