{"title":"对受冲突影响青年的教育和心理社会支持:针对学业不良的校本干预的有效性","authors":"June T. Forsberg, J. schultz","doi":"10.1080/21683603.2022.2043209","DOIUrl":null,"url":null,"abstract":"ABSTRACT This study investigated the effect of a school-based and teacher-led psychosocial intervention that targeted academic underachievement among conflict-affected youths. We hypothesized that participants in the intervention would experience improved school functioning and reduced levels of stress-related symptoms after the intervention, in comparison to a control group. The study was carried out in Gaza, employed a randomized control trial design, and included 300 students between 9 and16 years of age. Students that completed the intervention reported improvement in all the domains measured after participation: better school functioning, a reduced level of stress-related symptoms, as well as long-term effects in the ability to self-regulate negative emotions, self-efficacy, better study skills, and a higher academic performance. The long-term effects were observed five months after the intervention was carried out. The implications for the implementation of psychosocial support for conflict-affected youth are discussed.","PeriodicalId":52157,"journal":{"name":"International Journal of School and Educational Psychology","volume":"11 1","pages":"145 - 166"},"PeriodicalIF":1.8000,"publicationDate":"2022-03-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"3","resultStr":"{\"title\":\"Educational and psychosocial support for conflict-affected youths: The effectiveness of a school-based intervention targeting academic underachievement\",\"authors\":\"June T. Forsberg, J. schultz\",\"doi\":\"10.1080/21683603.2022.2043209\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"ABSTRACT This study investigated the effect of a school-based and teacher-led psychosocial intervention that targeted academic underachievement among conflict-affected youths. We hypothesized that participants in the intervention would experience improved school functioning and reduced levels of stress-related symptoms after the intervention, in comparison to a control group. The study was carried out in Gaza, employed a randomized control trial design, and included 300 students between 9 and16 years of age. Students that completed the intervention reported improvement in all the domains measured after participation: better school functioning, a reduced level of stress-related symptoms, as well as long-term effects in the ability to self-regulate negative emotions, self-efficacy, better study skills, and a higher academic performance. The long-term effects were observed five months after the intervention was carried out. The implications for the implementation of psychosocial support for conflict-affected youth are discussed.\",\"PeriodicalId\":52157,\"journal\":{\"name\":\"International Journal of School and Educational Psychology\",\"volume\":\"11 1\",\"pages\":\"145 - 166\"},\"PeriodicalIF\":1.8000,\"publicationDate\":\"2022-03-22\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"3\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"International Journal of School and Educational Psychology\",\"FirstCategoryId\":\"1085\",\"ListUrlMain\":\"https://doi.org/10.1080/21683603.2022.2043209\",\"RegionNum\":0,\"RegionCategory\":null,\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"\",\"PubModel\":\"\",\"JCR\":\"Q2\",\"JCRName\":\"EDUCATION & EDUCATIONAL RESEARCH\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"International Journal of School and Educational Psychology","FirstCategoryId":"1085","ListUrlMain":"https://doi.org/10.1080/21683603.2022.2043209","RegionNum":0,"RegionCategory":null,"ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"","PubModel":"","JCR":"Q2","JCRName":"EDUCATION & EDUCATIONAL RESEARCH","Score":null,"Total":0}
Educational and psychosocial support for conflict-affected youths: The effectiveness of a school-based intervention targeting academic underachievement
ABSTRACT This study investigated the effect of a school-based and teacher-led psychosocial intervention that targeted academic underachievement among conflict-affected youths. We hypothesized that participants in the intervention would experience improved school functioning and reduced levels of stress-related symptoms after the intervention, in comparison to a control group. The study was carried out in Gaza, employed a randomized control trial design, and included 300 students between 9 and16 years of age. Students that completed the intervention reported improvement in all the domains measured after participation: better school functioning, a reduced level of stress-related symptoms, as well as long-term effects in the ability to self-regulate negative emotions, self-efficacy, better study skills, and a higher academic performance. The long-term effects were observed five months after the intervention was carried out. The implications for the implementation of psychosocial support for conflict-affected youth are discussed.
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.