Journal of School Psychology最新文献_第2页

A multilevel latent profile analysis to job demands, job resources, and personal resources in early childhood educators: Implications for multidimensional well-being

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-12-18 DOI: 10.1016/j.jsp.2024.101405

Jian-Bin Li , Yu Xu , Jin Sun , Shiqi Qiu , Rui Zhang , An Yang

Early childhood educators' (ECEs) well-being is important for many outcomes. Drawing on the job demands-resources model, many variable-centered studies have found that job demands, job resources, and personal resources are linked to ECEs' well-being. Yet, little is known about the heterogeneity of these demands and resources and their implications for well-being, especially considering school-level effects and the adoption of a holistic view of well-being. This study used multilevel latent profile analysis to examine these issues. Participants included 1198 Chinese ECEs from 50 kindergartens who reported their job demands (i.e., quantitative, cognitive, and emotional demands), job resources (i.e., influence at work, quality of leadership, support from supervisors and colleagues, and sense of community at work), and personal resources (i.e., self-control and resilience). At the teacher-level, four profiles emerged: (a) at risk, (b) undemanded, (c) safeguarded, and (d) vulnerable learners. ECEs with lower salaries, higher educational levels, and larger class sizes were more likely assigned to the at-risk profile. Teachers in the at-risk and the safeguarded profiles reported the worst and the best well-being, respectively. Demands (in particular quantitative and emotional demands) appeared more critical than resources in distinguishing well-being. At the school-level, two profiles emerged: (a) high demand climate and (b) mixed climate. Kindergartens in Hong Kong were more likely assigned to the high demand climate profile and kindergartens with a high demand climate showed poorer school average well-being. This study reveals the complex configuration of job demands, job resources, and personal resources in ECEs and its implications for well-being at both teacher- and school-levels. The findings also inform strategies to enhance ECEs' well-being.

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引用次数: 0

Corrigendum to “Gender match in secondary education: The role of student gender and teacher gender in student-teacher relationships” [Journal of School Psychology, volume: 107, article number: 101363, pages 1–16] “中等教育中的性别匹配：学生性别和教师性别在师生关系中的作用”的勘误表[学校心理学杂志，卷107，文章编号：101363，页1-16]。

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-12-01 DOI: 10.1016/j.jsp.2024.101383

Debora L. Roorda, Suzanne Jak

引用次数: 0

Distributional moderation analysis: Unpacking moderation effects in intervention research 分布调节分析：干预研究中的解包调节效应

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-30 DOI: 10.1016/j.jsp.2024.101399

Wolfgang Wiedermann, Wendy M. Reinke, Keith C. Herman

Moderation and subgroup analyses are well-established statistical tools to evaluate whether intervention effects vary across subpopulations defined by participants' demographic and contextual factors. Moderation effects themselves, however, can be subject to heterogeneity and can manifest in various outcome parameters that go beyond group-specific averages (i.e., means) that are typically the focus of main and moderation effect analyses. The present study introduces distributional moderation analysis using the framework of inflated Generalized Additive Models for Location, Scale, and Shape (GAMLSS) that allows researchers to holistically characterize intervention effect modifiers through simultaneously modeling conditional mean-, variance-, skewness-, and kurtosis-based intervention effects, as well as moderated treatment effects located at the endpoints of the response scale (i.e., floor/ceiling effects). Data from a large-scale randomized controlled trial evaluating the effects of a teacher classroom management program on students' disruptive classroom behavior are used to provide a step-by-step guide for applying distributional moderation analysis in school-based intervention research. Although a traditional mean-focused analysis suggests that the intervention reduced students' average disruptive behavior only for students receiving special education, an evaluation of distributional treatment effects reveals a general decrease in the average disruptive behavior for at-risk students. In addition, distributional moderation analysis suggests that this average decrease is moderated by students' race and that the moderation effect of special education status initially seen in the traditional analysis is not located in the means, but in the chance to show no disruptive behavior patterns at all. Thus, we conclude that distributional moderation analysis constitutes a valuable complementary tool to provide a fine-grained characterization of treatment effect modifiers.

适度和亚组分析是一种完善的统计工具，用于评估干预效果是否在由参与者的人口统计学和环境因素定义的亚人群中有所不同。然而，适度效应本身可能受到异质性的影响，并可能表现为超出特定群体平均值（即平均值）的各种结果参数，而这些参数通常是主要和适度效应分析的重点。本研究使用位置、规模和形状的膨胀广义可加模型（GAMLSS）框架引入了分布调节分析，该模型允许研究人员通过同时建模条件均值、方差、偏度和峰度为基础的干预效应，以及位于反应量表端点的调节治疗效应（即地板/天花板效应），来全面表征干预效应调节剂。一项评估教师课堂管理计划对学生破坏性课堂行为影响的大规模随机对照试验的数据，为在校本干预研究中应用分布适度分析提供了一步一步的指导。虽然传统的以均值为中心的分析表明，只有接受特殊教育的学生的干预减少了学生的平均破坏行为，但对分配治疗效果的评估显示，有风险的学生的平均破坏行为普遍减少。此外，分布调节分析表明，这种平均下降受到学生种族的调节，而传统分析中最初看到的特殊教育地位的调节作用并不在于平均数，而在于根本没有表现出破坏性行为模式的机会。因此，我们得出结论，分布适度分析构成了一个有价值的补充工具，以提供治疗效果调节剂的细粒度表征。

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引用次数: 0

Context matters: Diagnosing and targeting local barriers to success at school 背景很重要：诊断和针对阻碍在学校取得成功的当地障碍

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-29 DOI: 10.1016/j.jsp.2024.101401

Ian R. Hadden, Peter R. Harris, Matthew J. Easterbrook

We trialed a novel method aimed at reducing educational inequalities in any given school by tailoring an intervention to address the specific local social, cultural, and psychological barriers that contribute to those inequalities. In Study 1 (N = 2070), we validated measures in a student survey of barriers experienced by students ages 11–16 years in two schools in England. We used a pilot version of these measures to identify two barriers that appeared to be contributing in both schools to poorer attendance and behavioral records of Black versus Asian students and of lower socioeconomic status (SES) students versus higher SES students. These barriers consisted of perceptions that (a) the schools were biased against certain groups of students and that there were negative stereotypes about certain groups of students, and (b) teachers and students did not come from similar backgrounds. In Study 2, which was pre-registered, we administered a brief tailored intervention to target these barriers in students ages 11–14 years in the same two schools the following year (N = 1070). The intervention, which aimed to induce values affirmation and reveal hidden teacher-student similarities, improved the attendance of low-SES students by 0.20 SD (p = .009) and reduced the gap with their peers by 60%. Exploratory analyses indicated that the improvement in attendance was larger for students who reported perceiving greater levels of bias and poorer teacher-student relationships at baseline. The impact of the intervention on the behavioral records of Black students (p = .089) and low-SES students (p = .293) was not significant. These qualified but encouraging findings provide a basis for developing practical ways for individual schools to improve outcomes for their historically disadvantaged students.

我们尝试了一种新的方法，旨在通过定制干预措施来解决导致这些不平等的特定当地社会、文化和心理障碍，从而减少任何一所学校的教育不平等。在研究1 （N = 2070）中，我们对英国两所学校11-16岁学生所经历的障碍的学生调查进行了验证。我们使用这些措施的试点版本来确定两所学校的两个障碍，这些障碍似乎导致黑人学生与亚洲学生以及社会经济地位较低的学生与社会经济地位较高的学生的出勤率和行为记录较差。这些障碍包括：(a)学校对某些学生群体有偏见，对某些学生群体有负面的刻板印象，以及(b)教师和学生的背景不同。在预登记的研究2中，我们在第二年对同样两所学校11-14岁的学生进行了简短的量身定制的干预，以针对这些障碍（N = 1070）。旨在诱导价值观肯定和揭示隐藏的师生相似性的干预，使低社会经济地位学生的出勤率提高了0.20 SD (p = 0.009)，与同龄人的差距缩小了60%。探索性分析表明，在基线上，那些报告认为偏见程度较高、师生关系较差的学生，出勤率的提高更大。干预对黑人学生（p = 0.089）和低经济地位学生（p = 0.293）行为记录的影响不显著。这些合格但令人鼓舞的发现为个别学校开发切实可行的方法提供了基础，以改善其历史上处于不利地位的学生的成绩。

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引用次数: 0

Accounting for learning environments in academic screening 在学术筛选中考虑学习环境

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-29 DOI: 10.1016/j.jsp.2024.101403

Adam J. Lekwa , Linda A. Reddy , Ryan J. Kettler , Ethan R. Van Norman

Within multi-tiered systems of support (MTSS) practice and research, students' need for academic intervention is often determined by comparison of students' screening scores to cut scores. We examined the degree to which the relationship between students' fall screening data (i.e., Measures of Academic Progress) and their outcome on a spring summative state test related to the quality of the classroom learning environment and how core instructional strategies influenced this relationship. Fall screening data and spring state test outcomes in English/language arts (ELA) and math were analyzed from a sample of 72 teachers and 1554 third-grade students. Multilevel logistic regression revealed that the association between students' ELA or math skills at the beginning of a school year and state test at the end of the year were not identical across classrooms (odds ratios range = 0.81–0.92). A significant interaction was observed between students' fall ELA screening scores and teachers' instructional strategy use in predicting state test outcomes (p = .03). Teacher strategy use was found to be a significant contributor to false positives in screening decisions based on optimal cut scores for ELA (p = .003), but not math.

在多层支持系统（MTSS）的实践和研究中，学生对学业干预的需求通常是通过比较学生的筛选分数来确定的。我们研究了学生的秋季筛选数据（即学业进步测量）与他们在春季总结性状态测试中与课堂学习环境质量相关的结果之间的关系程度，以及核心教学策略如何影响这种关系。对72名教师和1554名三年级学生的英语/语言艺术（ELA）和数学的秋季筛查数据和春季状态测试结果进行了分析。多水平逻辑回归显示，学生在学年开始时的ELA或数学技能与学年结束时的州测试之间的关联在各个教室中并不相同（优势比范围= 0.81-0.92）。在预测州试结果时，学生的秋季ELA筛选分数与教师的教学策略使用之间存在显著的交互作用（p = .03）。教师策略的使用被发现是基于ELA最佳cut分数的筛选决策误报的重要贡献者（p = 0.003），但不是数学。

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引用次数: 0

Mindfulness and connection training during preservice teacher education reduces early career teacher attrition 4 years later 教师职前教育期间的正念与联结培训可减少 4 年后早期职业教师的流失率

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-26 DOI: 10.1016/j.jsp.2024.101396

Matthew J. Hirshberg , Lisa Flook , Reka Sundaram-Stukel , Richard J. Davidson

Early career teacher attrition disrupts school continuity, precludes many of those who leave from achieving expertise, and drains economic resources from school systems. In a longitudinal cluster randomized controlled trial (k = 8, n = 98), we examined the impact of a 9-week meditation-based intervention on undergraduate preservice teachers' rates of attrition from teaching approximately 4 years later. The odds of attrition among intervention group participants 3 years into their teaching careers were significantly reduced by at least 77.0% regardless of modeling approach (Odds ratios = 0.13–0.23, ps ≤ 0.013) compared to teacher education as usual controls. In benefit-cost analyses, we estimated that for every $1 spent on the intervention, hiring districts saved $3.43 in replacement teacher costs. Additional research is required to replicate the core finding of reduced attrition and understand the pathways through which the intervention caused these reductions.

职业初期教师的流失破坏了学校的连续性，使许多离职教师无法获得专业技能，并耗费了学校系统的经济资源。在一项纵向群组随机对照试验（k = 8，n = 98）中，我们研究了为期 9 周的冥想干预对本科职前教师约 4 年后自然减员率的影响。与师范教育照常对照组相比，无论采用哪种建模方法，干预组参与者在任教 3 年后自然减员的几率都显著降低了至少 77.0%（几率比 = 0.13-0.23, ps ≤ 0.013）。在效益成本分析中，我们估计干预措施每花费 1 美元，聘用教师的地区就能节省 3.43 美元的替代教师成本。我们还需要进行更多的研究，以复制减员这一核心发现，并了解干预措施导致减员的途径。

引用次数: 0

Evidence of a limited relationship between reading fluency and reading comprehension of academic language 有证据表明，学术语言的阅读流畅性与阅读理解之间的关系有限

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-23 DOI: 10.1016/j.jsp.2024.101367

Douglas B. Petersen , Katherine Lindsey Swope , Alisa Konishi-Therkildsen , Ellie L. Young , Cynthia Brock , Trina D. Spencer

This study examined the relationship between reading fluency and reading comprehension of grade-level academic language. The CUBED Narrative Language Measures: Reading (NLM:R) subtest was used to assess the reading fluency and reading comprehension performance of 605 second- and third-grade students. The Measures of Academic Progress (MAP) reading assessment was also used to assess students' reading comprehension. Results indicated that reading fluency was not significantly correlated with reading comprehension across any of the deciles in both grade levels when measured using the NLM:R. Reading fluency also was not significantly correlated with MAP results for second- or third-grade students. Partial correlation analyses controlling for race/ethnicity, gender, and soci-economic status did not result in meaningfully different outcomes. Students whose reading fluency was at the 10th percentile did not exhibit significantly different comprehension performance when compared to students reading more fluently. The results of this study suggest that outcomes from oral reading fluency assessments that focus on rate and accuracy may not be valid indicators of reading comprehension when passages include complex, academic language. School psychologists and other educators may need to interpret reading fluency data with caution when developing comprehension-related instructional recommendations and identifying students for whom comprehension intervention is warranted.

本研究探讨了年级学术语言的阅读流畅性与阅读理解之间的关系。研究采用 CUBED 叙事性语言测量法（CUBED Narrative Language Measures：阅读（NLM:R）分测验来评估 605 名二、三年级学生的阅读流利性和阅读理解能力。学业进步测量（MAP）阅读评估也用于评估学生的阅读理解能力。结果表明，在使用 NLM:R 进行测量时，在两个年级的任何十等分中，阅读流畅性与阅读理解能力都没有明显的相关性。二、三年级学生的阅读流畅度与 MAP 结果也没有明显的相关性。对种族/民族、性别和社会经济地位进行局部相关性分析后，结果并无明显不同。与阅读更流畅的学生相比，阅读流畅度处于第 10 百分位的学生的理解能力没有明显差异。本研究结果表明，当段落中包含复杂的学术语言时，注重速度和准确性的口语阅读流利度评估结果可能不是阅读理解能力的有效指标。学校心理学家和其他教育工作者在制定与理解相关的教学建议和确定需要进行理解干预的学生时，可能需要谨慎解释阅读流利性数据。

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引用次数: 0

School-based mental health support for migrant children and young people: A scoping review 为移民儿童和青少年提供校本心理健康支持：范围审查

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-21 DOI: 10.1016/j.jsp.2024.101393

Katie Howard , Darren Moore , Eleni Dimitrellou , Lenka Janik Blaskova , James Howard

Schools are increasingly considered as critical to the identification and support of child and adolescent mental health difficulties. However, research often fails to capture critical aspects of context and culture, such as migration, in assessing both the accessibility and effectiveness of school-based interventions. Although migrant youth may be at risk for poor mental health, little is known about the barriers and facilitators they face in accessing mental health support in schools. This scoping review aims to map existing research into school-based mental health interventions for migrant children and young people and, in particular, identify potential cultural and contextual effects related to accessibility. Drawing on scoping review methodology, we searched seven psychology, education, and health databases (i.e., Education Research Complete, British Education Index, ERIC, Web of Science, EMBASE, Medline, and PsycInfo) for studies published between 2002 and 2023. Study selection and data extraction were performed independently by reviewers. Narrative and thematic synthesis were used to analyze included papers and address the research questions. Thirty-eight studies met our inclusion criteria and are presented in this review. Our findings reveal a lack of targeted school-based mental health interventions for migrant young people despite the clear need among this growing population. Furthermore, few studies directly addressed issues of accessibility. Despite the range of migrant groups considered, the primary barriers and facilitators to access identified were contextual, cultural, and systemic, such as stigma, acculturative stressors, and partnerships between families, schools, and mental health services. The results of this scoping review highlight the need for a more intersectional framework for the design and implementation of school-based mental health support for migrant youth, arguably one that positions migration as a key social determinant of health and in particular, child and adolescent mental health.

学校越来越被认为是识别和支持儿童及青少年心理健康问题的关键所在。然而，在评估以学校为基础的干预措施的可及性和有效性时，研究往往未能抓住背景和文化的关键方面，例如移民。尽管移民青少年可能面临心理健康不良的风险，但人们对他们在学校获得心理健康支持所面临的障碍和促进因素却知之甚少。本范围界定综述旨在对针对移民儿童和青少年的校本心理健康干预措施的现有研究进行梳理，尤其是识别与可及性相关的潜在文化和背景影响。借鉴范围界定综述的方法，我们检索了七个心理学、教育学和健康数据库（即 Education Research Complete、British Education Index、ERIC、Web of Science、EMBASE、Medline 和 PsycInfo）中 2002 年至 2023 年间发表的研究。研究选择和数据提取由审稿人独立完成。采用叙事和主题综合的方法对纳入的论文进行分析，并解决研究问题。有 38 项研究符合我们的纳入标准，并在本综述中进行了介绍。我们的研究结果表明，尽管外来务工青年的需求在不断增长，但针对他们的校本心理健康干预措施却很缺乏。此外，很少有研究直接涉及可及性问题。尽管我们考虑的移民群体范围很广，但所发现的主要障碍和促进因素都是背景、文化和系统性的，如污名化、文化适应压力，以及家庭、学校和心理健康服务机构之间的合作关系。本次范围界定审查的结果突出表明，在设计和实施针对移民青少年的校本心理健康支持时，需要一个更具交叉性的框架，可以说，这个框架应将移民定位为健康，尤其是儿童和青少年心理健康的一个关键社会决定因素。

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引用次数: 0

Moral disengagement and defender self-efficacy as predictors of bystander behaviors in peer victimization in middle school: A one-year longitudinal study 初中生在同伴伤害事件中的旁观者行为的预测因素--道德脱离和维护者自我效能：为期一年的纵向研究

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-21 DOI: 10.1016/j.jsp.2024.101400

Björn Sjögren , Robert Thornberg , Jun Sung Hong

Numerous empirical studies have contributed to the understanding of factors connected to students' bystander behaviors in peer victimization situations. Nevertheless, a crucial gap remains concerning the scarcity of longitudinal studies. Drawing on social cognitive theory, the present study examined whether moral disengagement and defender self-efficacy predicted bystander behaviors a year later. Participants were 1346 Swedish adolescents (M_ageT1 = 13.6 years, M_ageT2 = 14.6 years) who answered a web-based self-report questionnaire in seventh and eighth grades. Random intercept models showed that higher levels of moral disengagement in seventh grade were associated with more pro-aggressive bystanding in eighth grade (Est = 0.19, p < .001), with interaction analyses revealing that this effect was particularly pronounced in students with high defender self-efficacy (Est = 0.05, p < .01). The results also revealed that higher levels of defender self-efficacy in seventh grade were associated with more defending (Est = 0.18, p < .001) and less passive bystanding (Est = −0.11, p < .001) in eighth grade. Interaction analyses further demonstrated that the negative association between defender self-efficacy and passive bystanding was significant only at low levels of moral disengagement (Est = 0.09, p < .001). Our findings suggest that moral disengagement is more strongly related to the inhibitive form of moral agency among bystanders, whereas defender self-efficacy is more strongly related to proactive moral agency. Thus, interventions aiming to reduce pro-aggressive bystanding and promote defending need to consider both moral disengagement and defender self-efficacy.

大量的实证研究有助于人们了解学生在同伴受害情况下的旁观者行为的相关因素。然而，纵向研究的缺乏仍是一个重要的空白。本研究以社会认知理论为基础，考察了道德脱离和维护者自我效能感是否能预测一年后的旁观者行为。1346 名瑞典青少年（MageT1 = 13.6 岁，MageT2 = 14.6 岁）在七年级和八年级时回答了一份基于网络的自我报告问卷。随机截距模型显示，七年级时较高的道德偏离水平与八年级时较高的亲攻击性(Est = 0.19, p <.001)相关，交互作用分析表明，这种效应在具有较高防御者自我效能感的学生中尤为明显(Est = 0.05, p <.01)。结果还显示，七年级时较高的防卫者自我效能感与八年级时较多的防卫（Est = 0.18，p < .001）和较少的被动旁观（Est = -0.11，p < .001）相关。交互分析进一步表明，只有在道德脱离程度较低的情况下，防御者自我效能感与消极旁观之间的负相关才显著（Est = 0.09, p <.001）。我们的研究结果表明，道德脱离与旁观者的抑制性道德代理关系更为密切，而维护者自我效能感则与积极主动的道德代理关系更为密切。因此，旨在减少亲攻击性旁观和促进防卫的干预措施需要同时考虑道德脱离和防卫者自我效能。

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引用次数: 0

Peer victimization, internalizing problems, and satisfaction with friends: A two-wave analysis of individual and class-level associations in adolescence 同伴伤害、内化问题和对朋友的满意度：青春期个人和班级层面关联的两波分析

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-11-19 DOI: 10.1016/j.jsp.2024.101395

Gianluca Gini, Federica Angelini, Tiziana Pozzoli

Peer victimization has long been recognized as a significant issue among adolescents, with potentially harmful consequences for their psychological and social well-being. However, studies adopting a longitudinal, multilevel approach to explore the complexity of peer victimization dynamics are still lacking. This study aimed to test short-term longitudinal associations between peer victimization, internalizing problems, and satisfaction with friends over the course of 6 months. The sample included 1299 adolescents at T1 (48.3% female adolescents, M_age = 13.6 years) attending 67 school classes. Data were collected through self-report questionnaires administered at two time-points during the same school year. Multivariate multilevel analysis indicated that, at the individual level, T2 victimization was positively predicted by T1 internalizing problems (proportional reduction in variance [PRV] = 0.7%) and negatively by satisfaction with friends (PRV = 1.6%), whereas internalizing problems at T2 were predicted by peer victimization at T1 (PRV = 0.7%). Satisfaction with friends was negatively predicted by peer victimization (PRV = 3.6%). At the class level, T2 victimization was more likely in classrooms with lower levels of satisfaction with friends in the fall (PRV = 15%). Moreover, class-level ethnic diversity contributed to explain between-class variability in satisfaction with friends (PRV = 9.1%). These findings highlight the need for interventions that promote positive peer relationships and provide support for victimized adolescents to reduce internalizing problems. Additionally, they underscore the importance of fostering friendship quality as a protective factor against victimization.

长期以来，人们一直认为同伴伤害是青少年中的一个重要问题，可能会对他们的心理和社会福祉造成有害影响。然而，采用纵向、多层次方法来探讨同伴受害动态复杂性的研究仍然缺乏。本研究旨在测试 6 个月内朋辈伤害、内化问题和对朋友的满意度之间的短期纵向联系。样本包括 1299 名 T1 阶段的青少年（48.3% 为女性，年龄 = 13.6 岁），他们在学校的 67 个班级就读。数据是通过在同一学年的两个时间点进行的自我报告问卷调查收集的。多变量多层次分析表明，在个体水平上，T2的受害问题与T1的内化问题呈正相关（方差比例减少[PRV] = 0.7%），与对朋友的满意度呈负相关（PRV = 1.6%），而T2的内化问题与T1的同伴受害问题呈正相关（PRV = 0.7%）。对朋友的满意度受同伴伤害的负向预测（PRV = 3.6%）。在班级层面，秋季对朋友的满意度较低的班级更有可能出现 T2 阶段的受害情况（PRV = 15%）。此外，班级层面的种族多样性也有助于解释班级之间对朋友满意度的差异（PRV = 9.1%）。这些研究结果突出表明，有必要采取干预措施，促进积极的同伴关系，并为受害青少年提供支持，以减少内化问题。此外，这些研究还强调了提高友谊质量作为防止受害的保护因素的重要性。

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引用次数: 0