积极教育计划对中学生心理健康及福祉的影响学校环境的挑战

IF 2.3 3区 教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH Oxford Review of Education Pub Date : 2023-05-30 DOI:10.1080/03054985.2023.2211254
Nikki S. Rickard, Tan-Chyuan Chin, Donna Cross, John Hattie, Dianne A. Vella-Brodrick
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引用次数: 0

摘要

以前的研究已经证明了由临床医生或专家或校外促进的积极教育项目(pep)对健康的好处。目前的研究探讨了由接受过积极教育培训的教师领导的10年级PEP在澳大利亚中学背景下的影响。混合方法设计将接受PEP的学生(n = 119)与按年龄和社会经济地位匹配的正常生活对照组(n = 34)进行比较。抑郁、焦虑、自主、感恩和正念水平在两组之间没有差异。在干预后时间点,干预组学生的生活满意度和亲缘关系水平显著高于对照组学生。定性分析显示,学生们重视有吸引力和相关的老师,简短的互动环节和个人相关的应用内容。因此,在学生过渡到高中阶段时,以学校为基础的pep可能会提供一些有限的持续支持。然而,在学校环境中提供积极的教育提出了与教师培训水平和可用性有关的挑战。在当前的研究中,捕捉学生的声音是有价值的,并表明教师和课程因素都是学生参与pep的核心。
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Effects of a positive education programme on secondary school students’ mental health and wellbeing; challenges of the school context
Previous research has demonstrated wellbeing benefits for positive education programmes (PEPs) facilitated by clinicians or experts or outside the school context. The current study explored the effects of a Year 10 PEP led by teachers trained in positive education and embedded within the Australian secondary school context. A mixed-methods design compared students receiving PEP (n = 119) with a wellbeing-as-usual comparison group (n = 34) matched on age and socioeconomic status. Depression, anxiety, autonomy, gratitude and mindfulness levels did not differ between groups. Levels of satisfaction with life and relatedness were significantly higher for the intervention than for the comparison students at the post-intervention time point. Qualitative analyses revealed that students valued having engaging and relatable teachers, brief interactive sessions and personally relevant applied content. School-based PEPs may therefore provide some limited ongoing support as students transition into their senior years of secondary school. Delivering positive education within the school context, however, raises challenges relating to levels of teacher training and availability. Capturing the student voice in the current study was valuable and indicated that both teacher and programme factors were central to student engagement in PEPs.
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来源期刊
Oxford Review of Education
Oxford Review of Education EDUCATION & EDUCATIONAL RESEARCH-
CiteScore
5.20
自引率
0.00%
发文量
39
期刊介绍: The Oxford Review of Education is a well established journal with an extensive international readership. It is committed to deploying the resources of a wide range of academic disciplines in the service of educational scholarship, and the Editors welcome articles reporting significant new research as well as contributions of a more analytic or reflective nature. The membership of the editorial board reflects these emphases, which have remained characteristic of the Review since its foundation. The Review seeks to preserve the highest standards of professional scholarship in education, while also seeking to publish articles which will be of interest and utility to a wider public, including policy makers.
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