What Is Needed to Create a Prosocial Classroom? The Effectiveness of the Dutch Meaningful Roles Program in Children: A Cluster Randomized Controlled Study

IF 3.2 2区心理学 Q2 PSYCHOLOGY, DEVELOPMENTAL

Journal of Adolescence Pub Date : 2026-08-05 Epub Date: 2026-06-05 DOI:10.1002/jad.70188

Amanda W. G. van Loon, Tessa M. L. Kaufman

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引用次数: 0

Abstract

Introduction

Having a prosocial classroom climate is crucial for promoting children's school and psychological well-being, as well as in optimizing an effective learning environment. School-based programs can foster more prosocial classroom climates, but few evidence-based options are available. This study examined the effectiveness of a primary school program aimed at promoting prosociality by enhancing students' intrinsic motivation through the support of basic psychological needs (autonomy, competence, and relatedness).

Methods

Data stem from 2337 students (46% boys, M_age = 9.55 years, SD = 1.21) and 225 teachers (76% female, M_age = 38.69 years, SD = 11.09) across 42 schools in the Netherlands. Schools were randomized to an experimental condition (N = 20 schools, N = 1199 students, N = 115 teachers) or control condition (N = 22 schools, N = 1138 students, N = 110 teachers). Regression analyses were conducted at mid- and end-of-year, adjusted for baseline levels, comparing conditions in the full sample and a subsample with ideal program fidelity.

Results

Results across the entire sample showed no significant effects. Teachers reported increased attitudes toward stimulating prosocial behavior and autonomy. When the program was implemented as intended (with a subsample of N = 202–253 students), small effects were found mainly mid-school year. Students who received the program fared better than those in the control condition in terms of fulfilling basic psychological needs, prosocial classroom climate, school well-being and safety, and antisocial behavior.

Conclusion

In conclusion, no effects were found in the full sample, only in a small subgroup that reported ideal program fidelity. Understanding optimal program implementation is essential, as effectiveness depends on the degree of program fidelity.

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创建亲社会课堂需要什么？荷兰意义角色项目在儿童中的有效性：一项随机对照研究。

拥有一个亲社会的课堂氛围对于促进儿童的学业和心理健康，以及优化有效的学习环境至关重要。以学校为基础的项目可以培养更亲社会的课堂氛围，但很少有基于证据的选择。本研究考察了一项旨在通过基本心理需求（自主性、能力和关联性）的支持来增强学生内在动机，从而促进亲社会性的小学课程的有效性。方法：数据来自荷兰42所学校的2337名学生（46%为男生，年龄9.55岁，SD = 1.21）和225名教师（76%为女性，年龄38.69岁，SD = 11.09）。学校被随机分为实验组（N = 20所学校，N = 1199名学生，N = 115名教师）和对照组（N = 22所学校，N = 1138名学生，N = 110名教师）。在年中和年底进行回归分析，调整基线水平，比较整个样本和具有理想程序保真度的子样本的条件。结果：整个样本的结果显示没有显著的影响。教师报告说，他们对刺激亲社会行为和自主性的态度有所增加。当计划按预期实施时（子样本为N = 202-253名学生），发现小的影响主要是在中学。在满足基本心理需求、亲社会课堂氛围、学校幸福感和安全性以及反社会行为方面，接受该计划的学生比对照组的学生表现得更好。结论：总的来说，在整个样本中没有发现任何影响，只有一小部分亚组报告了理想的程序保真度。了解最佳的程序实现是必要的，因为有效性取决于程序的保真度。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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来源期刊

Journal of Adolescence PSYCHOLOGY, DEVELOPMENTAL-

CiteScore

6.40

自引率

2.60%

发文量

123

期刊介绍： The Journal of Adolescence is an international, broad based, cross-disciplinary journal that addresses issues of professional and academic importance concerning development between puberty and the attainment of adult status within society. It provides a forum for all who are concerned with the nature of adolescence, whether involved in teaching, research, guidance, counseling, treatment, or other services. The aim of the journal is to encourage research and foster good practice through publishing both empirical and clinical studies as well as integrative reviews and theoretical advances.