"没有变化,但我的心态变得更积极了":SEL与MBP相结合对中国青少年行为改变和学业成绩影响的混合方法研究

Wanying Zhou , Ros McLellan
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引用次数: 0

摘要

这项混合方法研究旨在调查学生在接受为期8周的社会与情感学习(SEL)和正念课程(MBP)联合干预后,在行为和学业方面的变化。共有552名来自中国城市私立学校的青少年(平均年龄为13.03岁,标准差为0.50岁,女性占47.5%)参加了此次研究,其中184名参与者被随机分配到各个条件组(教导组、自助组和积极对照组)。研究采用了配对样本 t 检验来考察组内的变化,而一般线性模型则比较了三个组之间的学业成绩变化。尽管在统计学上没有发现学业成绩有明显提高,但一些学生将学业成绩的提高归功于该课程。对授课组的 115 份书面答复和 4 个焦点小组访谈进行了主题分析。分析揭示了中国学生的几个关键主题,包括无变化、状态变化、态度变化和行为变化。这些主题与正念认知疗法(MBCT)的理论基础相一致,也与之前针对西方青少年的定性研究相吻合。研究强调了技巧和认知改变在促进行为改变方面的益处,并为支持学生调节行为提供了实用建议。研究还强调了定性研究在详细说明这些做法对行为和学习成绩的影响方面的作用。此外,研究还提出了一个与既定的行为改变理论相一致的模型,为教师提供了一个实用的视觉辅助工具。本研究为今后有关多溴联苯醚理论构建的研究提供了一个全面的框架,并为支持学生进行行为调节提供了实用的建议。
本文章由计算机程序翻译,如有差异,请以英文原文为准。
“No changes, but I become more positive mentally”: A mixed-methods study of the impact of a combined SEL and MBP on behavior change and academic achievement among Chinese adolescents

This mixed-methods study aimed to investigate students' perspectives regarding their behavioral and academic changes following an 8-week combined intervention of Social and Emotional Learning (SEL) and Mindfulness-Based Program (MBP). A total of 552 teenagers (mean age = 13.03, SD = 0.50, 47.5% females) from an urban Chinese private school participated, with 184 participants randomly assigned to each condition (taught, self-help, and active control groups). Paired-sample t-tests were employed to examine changes within groups, while General Linear Models compared academic achievement changes among the three groups. Despite finding no significant improvement statistically on academic achievement, some students attributed their improved academic performance to the course. Thematic analysis was conducted on 115 written responses and 4 focus group interviews from the taught group. The analysis revealed several key themes among the Chinese population, including no changes, state change, attitude change, and behavior change. These themes were consistent with the theoretical foundations of Mindfulness-based Cognitive Therapy (MBCT) and aligned with previous qualitative research on Western adolescents. The study highlights the benefits of techniques and cognitive change in facilitating behavioral change and offers practical suggestions for supporting students in behaviour regulation. It also underscores qualitative research's role in detailing these practices' effects on behavior and academic performance. Furthermore, a proposed model aligns with established behavioral change theories, providing a practical visual aid for teachers. This study offers a comprehensive framework for future research on the theoretical constructs of MBPs and provides practical suggestions for supporting students in behavior regulation.

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