Components of school-based interventions stimulating students' intrapersonal and interpersonal domains: A meta-analysis
| Autor: | Mertens, E.C.A., Dekovic, M., Leijten, Patty, van Londen, W.M., Reitz, E., Leerstoel Dekovic, Development and Treatment of Psychosocial Problems |
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| Přispěvatelé: | Leerstoel Dekovic, Development and Treatment of Psychosocial Problems |
| Jazyk: | angličtina |
| Rok vydání: | 2020 |
| Předmět: |
Male
Adolescent media_common.quotation_subject Psychology Adolescent education Psychological intervention 050109 social psychology PsycINFO Interpersonal communication Article Education Developmental psychology Intervention (counseling) Developmental and Educational Psychology Humans Interpersonal Relations 0501 psychology and cognitive sciences Assertiveness Students Components School Health Services media_common Interpersonal domain Schools School-based intervention 05 social sciences Components analysis Intrapersonal domain Self Concept Psychiatry and Mental health Clinical Psychology Meta-analysis Pediatrics Perinatology and Child Health Active learning Female Psychology 050104 developmental & child psychology Intrapersonal communication |
| Zdroj: | Clinical Child and Family Psychology Review, 23, 605. Kluwer Academic Publishers Clinical Child and Family Psychology Review |
| ISSN: | 1096-4037 |
| Popis: | Many universal school-based interventions aim to stimulate students’ intrapersonal (e.g., self-esteem) and interpersonal (e.g., school climate) domains. To improve our understanding of why some of these interventions yield stronger effects than others, we identified intervention components that are related to stronger or weaker intervention effects. We systematically searched four databases (i.e., PsycINFO, PubMed, ERIC, CENTRAL) for controlled evaluations of universal school-based interventions. In total, 104 included studies (529 included effect sizes) reported on 99 unique interventions. Interventions showed small positive effects on the intrapersonal (d = 0.19) and interpersonal (d = 0.15) domains. Focusing on self-awareness and problem solving, using more active learning approaches, and using more extensive interventions predicted stronger intervention effects on aspects of both domains. In contrast, efforts to improve emotion regulation, assertiveness, cognitive coping, and using group discussions predicted weaker intervention effects. Furthermore, commonly implemented components were not necessarily related to stronger intervention effects and components that were related to stronger effects were not necessarily often implemented. Our findings highlight the need to carefully select components for inclusion in interventions.PROSPERO Registration Number: CRD42019137981. |
| Databáze: | OpenAIRE |
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