Journal of School Psychology最新文献_第8页

Acculturation and educational involvement among Chinese immigrant parents: The mediating role of emotional well-being 中国移民父母的文化适应与教育参与：情绪幸福感的中介作用

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-12-30 DOI: 10.1016/j.jsp.2024.101425

Xinwei Zhang , Peggy A. Kong , Chen Chen , Gia Mui

Acculturation and parental educational involvement, life satisfaction, and depression are intertwined in Chinese immigrant families. This study investigated the relationship between Chinese immigrant parents’ acculturation and educational involvement, with a particular focus on examining the mediating effects of their life satisfaction and depression on this relationship. Participants were 250 Chinese immigrant parents (M_age = 43.32 years, SD = 6.04; 76% female) of middle or high school children. The parents completed surveys about acculturation regarding mainstream acquisition (i.e., English proficiency and American cultural acquisition) and heritage maintenance (i.e., Chinese proficiency and Chinese cultural maintenance). Parents also reported their educational involvement (i.e., school, home, and community involvement), life satisfaction, and depression. Results showed that parental English proficiency (β = .18, p = .039), American cultural acquisition (β = .26, p < .001), and Chinese proficiency (β = .13, p = .044) were positively related to their school involvement. Parental English proficiency (β = .24, p = .005) was positively related to home involvement. American cultural acquisition (β = .25, p < .001) and Chinese proficiency (β = .16, p = .010) were positively related to parents’ community involvement. Parental English proficiency (β = .36, p < .001) was positively associated with life satisfaction, and English proficiency (β = -.20, p = .033) and American cultural acquisition (β = -.21, p = .003) were negatively related to depression. Moreover, parental life satisfaction mediated the relationship between English proficiency and home involvement (95% CI [.02, .14]). Parental depression mediated the association between American cultural acquisition and community involvement (95% CI [.01, .08]). This study contributes to a holistic and nuanced understanding of Chinese immigrant parents’ educational involvement in their cultural and psychological contexts.

文化适应、父母教育参与、生活满意度和抑郁在中国移民家庭中交织在一起。本研究探讨了中国移民父母的文化适应与教育投入之间的关系，重点考察了他们的生活满意度和抑郁在这种关系中的中介作用。参与者为250名中国移民父母(Mage = 43.32岁，SD = 6.04；（76%为女性）初中生或高中生。家长完成了关于主流习得（即英语水平和美国文化习得）和遗产维护（即汉语水平和中国文化维护）的文化适应调查。父母还报告了他们的教育参与（即学校、家庭和社区参与）、生活满意度和抑郁程度。结果显示：父母英语水平（β = 0.18, p = 0.039）、美国文化习得(β = 0.26, p <；.001)、中文水平（β = .13, p = .044）与学校投入正相关。父母英语水平（β = 0.24, p = 0.005）与家庭参与呈正相关。美国文化习得(β = 0.25, p <；.001)和汉语水平（β = 0.16, p = 0.010）与家长社区参与呈正相关。父母英语水平(β = 0.36, p <；.001)与生活满意度、英语水平呈正相关(β = -。20, p = .033)和美国文化习得(β = -。21, p = .003)与抑郁呈负相关。此外，父母生活满意度在英语熟练程度和家庭参与之间起中介作用（95% CI）。02年,.14点)。父母抑郁在美国文化习得和社区参与之间起中介作用（95% CI）。01。08])。本研究有助于全面细致地了解中国移民父母在其文化和心理背景下的教育参与。

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引用次数: 0

Mixed-gender anxiety and gender-based relationship efficacy: A cross-lagged study of single-sex versus coeducational schooling bridging high school graduation 混合性别焦虑与性别关系效能：高中毕业前单性别与男女同校教育的交叉滞后研究

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-12-26 DOI: 10.1016/j.jsp.2024.101398

Wang Ivy Wong , Sylvia Yun Shi , Gu Li , Lynn S. Liben , Janice Sin Yu Leung , Zhansheng Chen

Feeling comfortable interacting with someone of another gender and having competence in cross-gender relationships are important for adolescents' and young adults' psychosocial development. However, extended experience in gender-segregated schooling environments may reduce opportunities to develop these competencies. To test this, comparisons between single-sex (SS) and coeducational (CE) school students' mixed-gender anxiety and gender-based relationship efficacy were conducted. Prior research on social outcomes of SS schooling were limited by the use of single-item surveys, cross-sectional designs, and inadequate control for confounding demographic differences between SS and CE students. We addressed these limitations by using (a) multi-item measures, (b) a longitudinal design that included two waves of data collection bridging high-school graduation, and (c) propensity-score matching. Students in Hong Kong were first surveyed in their final year of high school (N = 667) and then again roughly 1.5 years post-graduation (N = 463). SS students reported lower other-gender relationship efficacy than CE students at both times (β = −0.21) but no difference in mixed-gender anxiety. Mixed-gender anxiety increased in both groups over time (β = 0.85 to 1.07). Importantly, students who initially reported lower other-gender relationship efficacy later reported more mixed-gender anxiety (β = −0.15 to −0.19). Additionally, cross-lagged effects showed school type indirectly predicted mixed-gender anxiety through relationship efficacy (β = 0.03). These associations appeared even after controlling for general social anxiety and were evident across gender and sexual orientation groups. The study suggests potentially negative effects of SS schooling on mixed-gender interpersonal outcomes and demonstrates the value of propensity score matching and longitudinal designs that can show ways that SS and CE students develop across critical life transitions. Results have implications for peer-exposure and self-efficacy theories and for designing school-based programs to help students build greater cross-gender interpersonal competency.

与另一个性别的人交流时感到舒适，在跨性别关系中有能力，对青少年和年轻人的心理社会发展很重要。然而，长期在性别隔离的学校环境中学习可能会减少培养这些能力的机会。为了验证这一点，我们比较了单性别学校（SS）和男女同校（CE）学生的混合性别焦虑和基于性别的关系效能。先前对小学低年级学生社会结果的研究受限于单项目调查、横断面设计，以及对小学低年级学生和小学低年级学生之间混淆的人口统计学差异控制不足。我们通过使用(a)多项目测量，(b)纵向设计，包括高中毕业后的两波数据收集，以及(c)倾向-得分匹配来解决这些局限性。香港的学生在高中最后一年（N = 667）进行了第一次调查，然后在毕业后大约一年半（N = 463）进行了第二次调查。在两种情况下，SS学生报告的其他性别关系效能低于CE学生（β = - 0.21），但混合性别焦虑无差异。随着时间的推移，两组的混合性别焦虑均有所增加（β = 0.85 ~ 1.07）。重要的是，最初报告其他性别关系效能较低的学生后来报告了更多的混合性别焦虑（β = - 0.15至- 0.19）。此外，学校类型通过关系效能间接预测混合性别焦虑（β = 0.03）。即使在控制了一般的社交焦虑之后，这些关联仍然存在，并且在性别和性取向群体中都很明显。本研究表明SS学校教育对混合性别人际关系结果的潜在负面影响，并证明了倾向得分匹配和纵向设计的价值，可以显示SS和CE学生在关键生活转变中的发展方式。研究结果对同伴接触和自我效能理论以及设计学校课程来帮助学生建立更强的跨性别人际交往能力具有启示意义。

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引用次数: 0

School-based mindfulness: Application of the PARiHS framework to contextualize implementation 基于学校的正念：parhis框架在情境化实施中的应用

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-12-19 DOI: 10.1016/j.jsp.2024.101404

Deborah L. Schussler , Sebrina L. Doyle Fosco , Melia A. Brown

Although school-based mindfulness programs are increasing, contextual issues that facilitate or hinder program implementation are poorly understood. Utilizing an implementation science framework (i.e., Promoting Action on Research in Health Services [PARiHS]) as a heuristic for data collection and analysis, we used an exploratory sequential mixed methods design to investigate implementation barriers and facilitators of the Peace of Mind (PoM) program from the perspective of educators (n = 27) in eight schools and PoM staff (n = 4) using diverse implementation approaches. The integration of qualitative interview data and mixed methods survey data suggests that a combination of personal and structural factors is critical for successful program implementation, with these factors operating synergistically. The most salient factors related to facilitation of PoM implementation included robust buy-in supported by strong champions who were also in leadership positions. The most salient factors indicated for context related to time and implementation process. First-hand, informal evidence impacted buy-in more than distal research studies. The implications for SBMP implementation and implementation research are discussed.

虽然以学校为基础的正念项目正在增加，但促进或阻碍项目实施的背景问题却知之甚少。利用实施科学框架（即，促进卫生服务研究行动[parhis]）作为数据收集和分析的启发式方法，我们采用探索性顺序混合方法设计，从8所学校的教育工作者（n = 27）和PoM员工（n = 4）的角度，使用不同的实施方法，调查心灵和平（PoM）计划的实施障碍和促进因素。定性访谈数据和混合方法调查数据的整合表明，个人因素和结构因素的结合是成功实施计划的关键，这些因素协同作用。与促进PoM实施相关的最显著因素包括由同样处于领导地位的强大支持者支持的强有力的支持。最突出的因素与时间和执行过程有关。第一手的、非正式的证据比远端研究更能影响购买。讨论了SBMP实施和实施研究的意义。

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引用次数: 0

Using critical race mixed methodology to study multiply marginalized youth of color in schools 使用批判性种族混合方法研究学校中被边缘化的有色人种青年

IF 3.8 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology

Pub Date : 2024-12-19 DOI: 10.1016/j.jsp.2024.101416

Jessica T. DeCuir-Gunby, Royel M. Johnson

Multiply marginalized youth of color (MMYOC) often experience a barrage of discrimination within schools due to their intersectional identities. In the school psychology field, there is a frequent failure among researchers to employ methodological tools that adequately capture the complexity of their varied intersectional marginalizations. Anti-oppressive approaches that center on race while addressing intersectional systems of oppression, such as Critical Race Mixed Methodology (CRMM), provide a useful approach to interrogating this complexity. Focusing on MMYOC, we explicate the application of CRMM to foster the advancement of socially just and anti-racist research methodologies in school psychology. It includes a discussion of the theoretical foundations of Critical Race Theory and elaborates on the various elements of a CRMM study. Implications for the application of CRMM in the current anti-diversity, equity, and inclusion climate are also considered.

有色人种的多重边缘青年（MMYOC）由于他们的交叉身份，经常在学校受到一连串的歧视。在学校心理学领域，研究人员经常未能使用方法论工具来充分捕捉各种交叉边缘化的复杂性。反压迫的方法以种族为中心，同时解决压迫的交叉系统，如关键种族混合方法（CRMM），提供了一种有用的方法来询问这种复杂性。以MMYOC为中心，我们阐述了CRMM在学校心理学中促进社会公正和反种族主义研究方法的应用。它包括对批判种族理论的理论基础的讨论，并详细阐述了CRMM研究的各种要素。本文还考虑了CRMM在当前反多样性、公平和包容气候下应用的意义。

引用次数: 0

A multilevel latent profile analysis to job demands, job resources, and personal resources in early childhood educators: Implications for multidimensional well-being 幼儿教育工作者工作需求、工作资源和个人资源的多层次潜在分析：对多维幸福感的影响

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.

幼儿教育工作者的福祉对许多结果都很重要。根据工作需求-资源模型，许多以变量为中心的研究发现，工作需求、工作资源和个人资源与幼儿的幸福感有关。然而，人们对这些需求和资源的异质性及其对福祉的影响知之甚少，特别是考虑到学校层面的影响和对福祉的整体看法的采用。本研究采用多水平潜在剖面分析来检验这些问题。参与者包括来自50所幼儿园的1198名中国幼儿，他们报告了他们的工作需求（即数量需求、认知需求和情感需求）、工作资源（即工作影响力、领导素质、上司和同事的支持、工作社区意识）和个人资源（即自我控制和弹性）。在教师层面，出现了四种情况：(a)有风险，(b)不需要，(c)有保障，(d)脆弱的学习者。工资较低、受教育程度较高、班级规模较大的eca更有可能被分配到高危人群中。风险组和受保护组的教师分别报告了最差和最好的幸福感。在区分幸福方面，需求（特别是数量和情感需求）似乎比资源更重要。在学校层面，出现了两种情况：(a)高需求气候和(b)混合气候。香港的幼稚园更有可能被分配到高需求环境，而高需求环境的幼稚园显示出较差的学校平均幸福感。本研究揭示了幼儿教育中工作需求、工作资源和个人资源的复杂配置及其对教师和学校两级幸福感的影响。调查结果还为提高幼儿教育福利的战略提供了信息。

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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