Journal of School Psychology最新文献_第2页

Developmental heterogeneity of school burnout across the transition from upper secondary school to higher education: A 9-year follow-up study 从高中到高等教育过渡期间学校倦怠的发展异质性：为期九年的跟踪研究

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-10-22 DOI: 10.1016/j.jsp.2024.101385

Lindsey Nadon , Alexandre J.S. Morin , William Gilbert , Elizabeth Olivier , Katariina Salmela-Aro

This study utilized piecewise linear growth mixture analysis to examine the developmental heterogeneity of school burnout among a sample of 513 (67.6% females) Finnish students as they transitioned from upper secondary school to higher education (ages 17–25 years). Encompassing five measurement points (two before the transition and three after), our results revealed four distinct burnout trajectory profiles, including (a) High and Decreasing (Profile 1), (b) Moderate and Decreasing (Profile 2), (c) Low and Increasing (Profile 3), and (d) Low and Stable (Profile 4). High initial levels of self-esteem and mastery-extrinsic goals served as personal resources and high-performance goals served as personal risk factors, making students more likely to belong to more (i.e., Profile 4) or less (e.g., Profile 1) adaptive profiles of burnout trajectories, respectively. Profile 4 displayed the lowest and most stable levels of burnout, thus protecting students from adverse outcomes like school dropout, underachievement, and substance use. Conversely, Profile 1 displayed the highest and least stable levels of burnout and was associated with higher risk of burnout, lower academic achievement, greater alcohol use and problems, and higher drug use relative to the other trajectory profiles. Together, these findings offer novel person-centered, longitudinal insight into the developmental heterogeneity of burnout across the transition to higher education and lend support for the self-equilibrium hypothesis in the context of school burnout. Importantly, our results underscore the importance of early intervention efforts aimed at increasing mastery goals and self-esteem to prevent burnout and its associated consequences.

本研究采用片断线性增长混合分析法，对513名芬兰学生（67.6%为女性）从高中升入高等教育阶段（17-25岁）的学校倦怠发展异质性进行了研究。我们在五个测量点（两个在升学前，三个在升学后）进行了测量，结果发现了四种不同的职业倦怠轨迹，包括（a）高且不断降低（轨迹 1），（b）适度且不断降低（轨迹 2），（c）低且不断增加（轨迹 3），以及（d）低且稳定（轨迹 4）。高水平的初始自尊和主观外在目标是个人资源，而高绩效目标则是个人风险因素，这使得学生更有可能分别属于倦怠轨迹中适应性较强（即特征 4）或适应性较弱（如特征 1）的特征。特征 4 显示出最低和最稳定的职业倦怠水平，从而保护学生免受辍学、成绩不佳和药物使用等不良后果的影响。相反，特征 1 的职业倦怠程度最高且最不稳定，与其他轨迹特征相比，它与更高的职业倦怠风险、更低的学业成绩、更多的酒精使用和问题以及更高的药物使用相关联。总之，这些研究结果提供了以人为本的纵向新见解，揭示了升学过程中职业倦怠的发展异质性，并为学校职业倦怠的自我平衡假说提供了支持。重要的是，我们的研究结果强调了早期干预工作的重要性，旨在提高掌握目标和自尊，以防止倦怠及其相关后果。

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引用次数: 0

Loneliness and teacher-student relationships in children and adolescents: Multilevel cross-cultural meta-analyses of cross-sectional and longitudinal studies 儿童和青少年的孤独感与师生关系：横断面和纵向研究的多层次跨文化荟萃分析

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-10-04 DOI: 10.1016/j.jsp.2024.101380

Yixuan Zheng , Cecilia Rollano , Charlotte Bagnall , Caroline Bond , Jia Song , Pamela Qualter

This study synthesized the literature from international and Chinese databases regarding the associations between loneliness and the quality of affective teacher-student relationships (TSRs) among children and adolescents ages 5.34–17.09 years. Forty-seven studies published between 2005 and 2023 were included in a cross-sectional meta-analysis using a multi-level approach. Moderators of the relationship, including culture, study, sample, and measurement characteristics, were also examined. Findings indicated a significant medium effect size (r = −0.226) between loneliness and TSRs with effects moderated by students' gender and national cultural background (i.e., Hofstede's Power Distance and Long-term/Short-term Orientation Dimensions). Longitudinal meta-analyses were performed with six studies by using cross-lagged regression to investigate the prospective effects between these two variables. Results showed that loneliness predicted subsequent TSRs (β = −0.1661) and TSRs predicted subsequent loneliness (β = −0.0917), indicating a reciprocal prospective relationship over time. The findings emphasize not only the role of teachers in students' experiences of loneliness, but also the role that loneliness has on an individual's relationships with others. Recommendations for intervention include (a) increasing teacher awareness of student loneliness and (b) ensuring that any school-based work considers the specific social-cultural perspective.

本研究综合了国际和国内数据库中有关孤独感与 5.34-17.09 岁儿童和青少年情感师生关系（TSR）质量之间关系的文献。采用多层次方法对 2005 年至 2023 年间发表的 47 项研究进行了横断面荟萃分析。同时还研究了这一关系的调节因素，包括文化、研究、样本和测量特征。研究结果表明，孤独感和 TSR 之间存在明显的中等效应（r = -0.226），学生的性别和国家文化背景（即霍夫斯泰德的权力距离和长期/短期取向维度）对其影响有调节作用。通过使用交叉滞后回归法对六项研究进行了纵向元分析，以调查这两个变量之间的前瞻性影响。结果表明，孤独感可预测随后的 TSR（β = -0.1661），而 TSR 可预测随后的孤独感（β = -0.0917），这表明随着时间的推移，这两个变量之间存在互为因果的前瞻性关系。研究结果不仅强调了教师在学生孤独感体验中的作用，还强调了孤独感对个人与他人关系的影响。干预建议包括：（a）提高教师对学生孤独感的认识；（b）确保任何以学校为基础的工作都考虑到特定的社会文化视角。

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引用次数: 0

Externalizing behaviors and student engagement: Exploring the protective role of parental involvement in school using latent moderated structural equation modeling 外化行为与学生参与：利用潜在调节结构方程模型探索父母参与学校活动的保护作用

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-09-30 DOI: 10.1016/j.jsp.2024.101365

Julie Goulet , Isabelle Archambault , Elizabeth Olivier , Julien Morizot

Students presenting externalizing behaviors often exhibit reduced levels of student engagement, posing academic and well-being challenges. Among potential protective factors, the role of parental involvement in school is relatively unexplored. The objective of this study was to examine whether parental involvement could mitigate lower levels of engagement among these students. Data were collected from 742 Canadian elementary students at the beginning and the end of the school year. Latent moderated structural equation modeling was employed to assess the moderating role of four dimensions of parental involvement (i.e., expectations, communication, homework support, and school-based involvement) on behavioral, cognitive, and affective engagement. Results indicated that externalizing behaviors were negatively associated with behavioral engagement only when parental expectations were low (b = −0.394, p = .035) and with cognitive engagement only when homework support was low (b = −0.383, p < .001). These findings suggest the importance of promoting parental involvement, especially among students who exhibit high levels of externalizing behaviors.

有外化行为的学生往往表现出学生参与度降低，给学业和福祉带来挑战。在潜在的保护性因素中，父母参与学校事务的作用相对来说尚未被研究。本研究旨在探讨家长的参与能否缓解这些学生参与程度较低的问题。本研究在学年开始和结束时收集了 742 名加拿大小学生的数据。研究采用了潜在调节结构方程模型来评估父母参与的四个方面（即期望、沟通、家庭作业支持和学校参与）对行为、认知和情感参与的调节作用。结果表明，只有当父母期望低时，外化行为才与行为参与负相关（b = -0.394，p = .035）；只有当家庭作业支持低时，外化行为才与认知参与负相关（b = -0.383，p <.001）。这些研究结果表明了促进家长参与的重要性，尤其是对那些表现出高度外化行为的学生而言。

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引用次数: 0

Racial/ethnic disparities in academic achievement in U.S. middle schools: An integrated multilevel modeling approach 美国中学学习成绩中的种族/族裔差异：综合多层次建模方法

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-09-28 DOI: 10.1016/j.jsp.2024.101377

Hye-Young Yun , Sabina Low

Using data from a large sample (N = 3115, 48% female; M_ageT1 = 11 years; 40% Latino, 31% Black, and 29% White) of US students attending 36 urban public middle schools in the Midwest, this study explored the effects of parents, teachers, and school context at the beginning of middle school (fall of sixth grade) on academic achievement at the end of middle school (spring of eighth grade). The results of a hierarchical linear model indicated that a higher level of parental monitoring (b = 0.31, p < .001), positive student-teacher relationships (b = 0.12, p = .030), and greater school racial and ethnic diversity (b = 1.08, p = .044) were independently associated with higher academic achievement. An examination of mesosystem effects revealed that for Latina/o students, attending a more racially and ethnically diverse school was associated with higher academic achievement, especially for those who reported having positive relationships with teachers (b = 0.42, p = .002). Moreover, parental monitoring was particularly beneficial for students attending low-socioeconomic schools (b = 0.92, p = .002). Implications for educational practice and policy aimed at reducing racial and ethnic disparities in education are discussed.

本研究使用了中西部 36 所城市公立中学的大量美国学生样本数据（样本数 = 3115，48% 为女性；MageT1 = 11 岁；40% 为拉丁裔，31% 为黑人，29% 为白人），探讨了初中开始阶段（六年级秋季）家长、教师和学校环境对初中结束阶段（八年级春季）学业成绩的影响。分层线性模型的结果表明，较高水平的家长监督（b = 0.31，p < .001）、积极的师生关系（b = 0.12，p = .030）以及较高的学校种族和民族多样性（b = 1.08，p = .044）与较高的学业成绩独立相关。对中观系统效应的研究表明，对于拉丁裔美国学生来说，就读种族和民族更加多元化的学校与学业成绩的提高有关，尤其是对于那些与教师关系良好的学生（b = 0.42，p = .002）。此外，家长的监督对就读于社会经济地位较低学校的学生尤其有益（b = 0.92，p = .002）。本文讨论了旨在减少教育中种族和民族差异的教育实践和政策的意义。

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引用次数: 0

Development and validation of domain specific school diversity model scales among pupils and teachers: A multilevel approach 在学生和教师中开发和验证特定领域的学校多样性模型量表：多层次方法

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-09-28 DOI: 10.1016/j.jsp.2024.101378

Roy Konings , Jozefien De Leersnyder , Orhan Agirdag

The present study consisted of the development and validation of a novel multi-rater Domain-Specific School Diversity Model scale (DS-SDM) that captures pupils' and teachers' perceptions of the extent to which their school adopts assimilationist, colorblind, and pluralist approaches to the domains of (a) languages, (b) religions, (c) the curriculum, and (d) students' identities. Using data collected from 3073 students ages 10–12 years and 816 teachers from 59 primary schools in Flanders, Belgium, we performed multilevel exploratory factor analyses and confirmatory factor analyses to evaluate these novel scales. We identified a total of nine measurement scales among students and seven among teachers that were reliable (internal consistency range = 0.63–0.86) and invariant across different subgroups of pupils (i.e., ethnic minoritized versus majority pupils). Interestingly, we found that perceptions by pupils and teachers within the same school were often notably different, especially in the domains of curriculum and identities. Overall, this study offers novel tools to capture perceptions of school diversity models among students and teachers in more nuanced and domain-specific ways. As such, it paves the way for future school psychological or educational studies and interventions targeting domain-specific diversity practices that are most strongly related to ethnic minoritized and majority students' well-being and school achievement.

本研究包括开发和验证一种新颖的多评分者特定领域学校多样性模型量表（DS-SDM），该量表可捕捉学生和教师对其学校在(a)语言、(b)宗教、(c)课程和(d)学生身份等领域采用同化、色盲和多元化方法的程度的看法。我们利用从比利时佛兰德斯地区 59 所小学的 3073 名 10-12 岁学生和 816 名教师那里收集到的数据，进行了多层次探索性因子分析和确认性因子分析，以评估这些新量表。我们在学生和教师中分别确定了 9 个和 7 个可靠的测量量表（内部一致性范围 = 0.63-0.86），并且在不同的小学生亚群（即少数民族小学生和多数民族小学生）中保持不变。有趣的是，我们发现同一所学校的学生和教师的认知往往存在明显差异，尤其是在课程和身份认同方面。总之，这项研究提供了新颖的工具，以更加细致入微和针对特定领域的方式来捕捉学生和教师对学校多元化模式的看法。因此，本研究为未来的学校心理或教育研究以及针对特定领域多样性实践的干预措施铺平了道路，这些领域与少数族裔学生和多数族裔学生的福祉和学业成绩关系最为密切。

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引用次数: 0

Bayesian approach to piecewise growth mixture modeling: Issues and applications in school psychology 片断增长混合模型的贝叶斯方法：学校心理学中的问题与应用

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-09-27 DOI: 10.1016/j.jsp.2024.101366

Ihnwhi Heo, Sarah Depaoli, Fan Jia, Haiyan Liu

Bayesian piecewise growth mixture models (PGMMs) are a powerful statistical tool based on the Bayesian framework for modeling nonlinear, phasic developmental trajectories of heterogeneous subpopulations over time. Although Bayesian PGMMs can benefit school psychology research, their empirical applications within the field remain limited. This article introduces Bayesian PGMMs, addresses three key methodological considerations (i.e., class separation, class enumeration, and prior sensitivity), and provides practical guidance for their implementation. By analyzing a dataset from the Early Childhood Longitudinal Study-Kindergarten Cohort, we illustrate the application of Bayesian PGMMs to model piecewise growth trajectories of mathematics achievement across latent classes. We underscore the importance of considering both statistical criteria and substantive theories when making decisions in analytic procedures. Additionally, we discuss the importance of transparent reporting of the results and provide caveats for researchers in the field to promote the wide usage of Bayesian PGMMs.

贝叶斯片断增长混合模型（PGMMs）是一种基于贝叶斯框架的强大统计工具，用于模拟异质亚群随时间变化的非线性、阶段性发展轨迹。尽管贝叶斯增长成长模型（Bayesian PGMMs）有利于学校心理学研究，但其在该领域的实证应用仍然有限。本文介绍了贝叶斯 PGMM，阐述了三个关键的方法论注意事项（即类分离、类枚举和先验敏感性），并为其实施提供了实用指导。通过分析 "幼儿纵向研究-幼儿园队列 "的数据集，我们说明了如何应用贝叶斯 PGMM 建立跨潜在班级的数学成绩片断增长轨迹模型。我们强调了在分析程序中做出决策时同时考虑统计标准和实质性理论的重要性。此外，我们还讨论了透明报告结果的重要性，并为该领域的研究人员提供了注意事项，以促进贝叶斯 PGMMs 的广泛应用。

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引用次数: 0

School-based consultation and coaching for promoting teachers’ generalized outcomes: A meta-analysis 校本咨询和辅导促进教师的综合成果：荟萃分析

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-09-27 DOI: 10.1016/j.jsp.2024.101379

Zachary C. LaBrot, Tyler Smith, Emily Maxime, Abigail Lawson

School-based consultation or coaching may be used to promote teachers' use of various classroom management practices and interventions. An important aspect of school-based consultation and coaching is ensuring teachers generalize their use of evidence-based practices that were trained through consultation. However, the extent to which teachers generalize practices trained through consultation or coaching is somewhat unclear. As such, the purpose of this meta-analysis was twofold: (a) synthesize the existing school-based consultation literature to determine the extent to which teachers generalize practices they learned through consultation and coaching and (b) make a call to action for researchers to collect generalization data in consultation and coaching research. Seventeen studies were identified for review, in which results indicated school-based consultation and coaching to be effective for promoting teachers' generalization of EBPs (LRRi = 0.82) as well as target outcomes (LRRi = 1.15). Specific implementation supports (i.e., in situ training and behavioral skills training) significantly contributed to teachers' generalization, with specific practices (i.e., behavior specific praise) being more generalizable. Furthermore, moderation analyses were conducted to delineate aspects of consultation and coaching that are more likely to promote teachers' generalized outcomes. Limitations, future directions, and implications for research and practice are described.

校本咨询或辅导可用于促进教师使用各种课堂管理实践和干预措施。校本咨询和辅导的一个重要方面是确保教师推广使用通过咨询培训的循证实践。然而，教师在多大程度上推广了通过咨询或辅导培训的实践方法，目前尚不清楚。因此，本荟萃分析有两个目的：（a）综合现有的校本咨询文献，以确定教师在多大程度上推广了他们通过咨询和辅导所学到的方法；（b）呼吁研究人员在咨询和辅导研究中收集推广数据。研究结果表明，校本咨询与辅导能有效促进教师推广 EBPs（LRRi = 0.82）和目标成果（LRRi = 1.15）。具体的实施支持（即现场培训和行为技能培训）对教师的推广有显著的促进作用，而具体的做法（即针对具体行为的表扬）则更具推广性。此外，我们还进行了调节分析，以确定咨询和辅导的哪些方面更有可能促进教师的普遍化成果。本文阐述了研究的局限性、未来发展方向以及对研究和实践的影响。

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引用次数: 0

Concentration toward the mode: Estimating changes in the shape of a distribution of student data 向模式集中：估计学生数据分布形状的变化

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-09-26 DOI: 10.1016/j.jsp.2024.101364

Benjamin A. Motz

When making comparisons between groups of students, a common technique is to analyze whether there are statistically significant differences between the means of each group. This convention, however, is problematic when data are negatively skewed and bounded against a performance ceiling, features that are typical of data in education settings. In such a situation, we might be particularly interested to observe group differences in the left tail, specifically among students who have room to improve, and conventional analyses of group means have limitations for detecting such differences. In this article, an alternative to these conventions is presented. Rather than comparing the means of two groups, we can instead compare how closely student data are concentrated toward the modes of each group. Bayesian methods provide an ideal framework for this kind of analysis because they enable us to make flexible comparisons between parameter estimates in custom analytical models. A Bayesian approach for examining concentration toward the mode is outlined and then demonstrated using public data from a previously reported classroom experiment. Using only the outcome data from this prior experiment, the proposed method observes a credible difference in concentration between groups, whereas conventional tests show no significant overall differences between group means. The present article underscores the limitations of conventional statistical assumptions and hypotheses, especially in school psychology and related fields, and offers a method for making more flexible comparisons in the concentration of data between groups.

在对各组学生进行比较时，一种常用的方法是分析各组平均值之间是否存在统计意义上的显著差异。然而，当数据呈负偏态并以成绩上限为界时，这种常规方法就会出现问题，而这正是教育环境中数据的典型特征。在这种情况下，我们可能特别有兴趣观察左侧尾部的组间差异，尤其是那些还有待提高的学生，而传统的组间均值分析在检测这种差异方面存在局限性。在本文中，我们提出了一种不同于这些常规的方法。与其比较两组的均值，不如比较学生数据向各组模式集中的程度。贝叶斯方法为这种分析提供了一个理想的框架，因为它使我们能够灵活地比较自定义分析模型中的参数估计。本文概述了一种贝叶斯方法，用于研究向模式集中的情况，然后使用先前报告的课堂实验中的公共数据进行了演示。仅使用该先前实验的结果数据，所提出的方法就能观察到组间浓度的可信差异，而传统测试则显示组间平均值没有显著的整体差异。本文强调了传统统计假设和假说的局限性，尤其是在学校心理学和相关领域，并提供了一种方法，可以更灵活地比较组间数据的集中程度。

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引用次数: 0

Does positive youth development predict academic functioning and well-being outcomes? Cross-sectional and longitudinal evidence in Filipino adolescents 青少年积极发展能否预测学业功能和幸福结果？菲律宾青少年的横向和纵向证据

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-09-06 DOI: 10.1016/j.jsp.2024.101355

Jet U. Buenconsejo , Jesus Alfonso D. Datu

This study examined the concurrent (Study 1) and longitudinal (Study 2) links of the Five Cs (i.e., competence, confidence, connection, character, and caring) model of positive youth development (PYD) to adaptive (i.e., psychological needs satisfaction, school engagement, and contribution) and maladaptive (i.e., depression, anxiety, and stress) outcomes while controlling for socio-demographic covariates. Cross-sectional (n = 2283; M_age = 17.59 years) and longitudinal (n = 1620; M_age = 17.15 years) data were obtained from two independent samples of Filipino secondary school students (i.e., Grades 11–12). Results from structural equation modeling in Study 1 showed that the Five Cs had nuanced relations with positive (R² = 0.41–0.50) and negative outcomes (R² = 0.13–0.21). Results of the two-wave latent cross-lagged panel modeling in Study 2 demonstrated that PYD predicted subsequent school engagement (R² = 0.21), contribution (R² = 0.16), and negative mental health (R² = 0.13) via psychological needs satisfaction 6 months after the first data collection. Bi-directional relations were found between PYD as well as school engagement and negative mental health. Implications for youth researchers and practitioners in promoting adolescent thriving and well-being are discussed.

本研究考察了青少年积极发展（PYD）的五C模型（即能力、自信、联系、品格和关爱）与适应性结果（即心理需求满足、学校参与和贡献）和适应性不良结果（即抑郁、焦虑和压力）之间的并发（研究1）和纵向（研究2）联系，同时控制了社会人口协变量。横断面（n = 2283；Mage = 17.59 岁）和纵向（n = 1620；Mage = 17.15 岁）数据来自两个独立的菲律宾中学生样本（即 11-12 年级）。研究 1 的结构方程建模结果表明，五 C 与积极结果（R2 = 0.41-0.50）和消极结果（R2 = 0.13-0.21）有着微妙的关系。研究 2 的两波潜在交叉滞后面板建模结果表明，PYD 可在首次数据收集 6 个月后通过心理需求满足度预测后续的学校参与度（R2 = 0.21）、贡献度（R2 = 0.16）和消极心理健康（R2 = 0.13）。在PYD以及学校参与和消极心理健康之间发现了双向关系。本文讨论了青少年研究人员和从业人员在促进青少年茁壮成长和幸福方面的启示。

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引用次数: 0

A school-wide approach to cultural responsivity and student engagement: A randomized trial of Double Check in middle schools 全校范围的文化响应和学生参与方法：中学 "双重检查 "随机试验

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-09-05 DOI: 10.1016/j.jsp.2024.101362

Katrina J. Debnam , Chelsea A. Kaihoi , Elise T. Pas , Catherine P. Bradshaw

The present study reports findings from a school-level randomized controlled trial (RCT) of the Double Check cultural responsivity and student engagement model. Consistent with the focus of this special issue on the conceptual and methodological advances for understanding contextual, identity, and cultural effects in intervention research, we report outcomes of the multi-component, school-wide Double Check model, testing the combined impacts of school-wide data-based decision-making along with staff professional development on school-level discipline, culturally responsive practices, classroom contextual factors, and classroom coaching using the Double Check version of the Classroom Check-up. The results from the 41 middle-school RCT indicated significant impacts on proximal outcomes of culturally responsive teacher self-efficacy, observations of instructional support, and indicators of student engagement, but no effect on other intended outcomes (e.g., observations of culturally responsive practices, suspensions). Findings suggest an effect of the Double Check on select teachers' classroom management strategies and student behaviors moderated by key classroom contextual factors. The contextual findings suggest implications for future tailoring of Double Check coaching supports in classrooms with low levels of tier 1 PBIS supports and high levels of disruptive student behavior.

本研究报告了 "双重检查"（Double Check）文化响应性和学生参与模式的学校随机对照试验（RCT）结果。本特刊的重点是在干预研究中理解情境、身份和文化影响的概念和方法论进展，与此相一致，我们报告了多成分、全校范围的 "双重检查 "模式的结果，测试了全校范围基于数据的决策与教职员工专业发展对校级纪律、文化响应实践、课堂情境因素的综合影响，以及使用 "双重检查 "版本的 "课堂检查 "进行课堂辅导的综合影响。41 所中学的 RCT 结果表明，该方法对促进文化和谐的教师自我效能感、教学支持观察和学生参与指标等近端结果有显著影响，但对其他预期结果（如促进文化和谐实践观察、停课）没有影响。研究结果表明，"双重检查 "对特定教师的课堂管理策略和学生行为产生了影响，但这种影响会受到关键课堂背景因素的调节。环境因素的研究结果表明，在 PBIS 一级支持水平较低、学生破坏性行为水平较高的课堂上，未来的 "双重检查 "辅导支持将具有针对性。

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引用次数: 0