纵向过程模型评估合作学习对初中生受害、压力、心理健康和学业参与的影响。

Mark J Van Ryzin, Sabina Low, Cary J Roseth, Dorothy Espelage
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引用次数: 0

摘要

心理健康是青少年关注的一个重要问题,尤其是在 COVID-19 大流行期间。值得注意的是,心理健康问题会大大降低学生在学校的表现,包括参与度和成绩。心理健康问题和学生成绩下降通常都是由于同伴伤害造成的,这可能包括取笑、种族或性别歧视和/或人身攻击。压力被认为是受害影响心理健康的一种机制,压力也会影响学生在学校的学习成绩,包括参与度和成绩。然而,迄今为止,还没有研究评估过受害与压力之间的纵向关联,以及这些纵向模式会如何影响青少年的行为和心理健康。在本研究中,我们使用了一项为期两年的合作学习分组随机试验的数据来评估一个病因过程模型,其中包括:(1)受害和压力之间的纵向互惠效应;(2)受害和压力对学生心理健康和学业参与度的影响。我们假设,受害和压力会产生显著的相互影响,两者都会预示着更大的心理健康问题和更低的学业参与度。我们进一步假设,合作学习将对所有建构产生显著影响。我们发现这个模型得到了部分支持,即压力预示着更大的受害程度,但受害程度并不预示着压力的增加。虽然这两个因素都与学生的学习结果有关,但压力是一个更强有力的预测因素。我们还发现,合作学习对所有构建因素都有明显的有益影响。我们将讨论这些结果对学生行为和心理健康的影响。
本文章由计算机程序翻译,如有差异,请以英文原文为准。

A Longitudinal Process Model Evaluating the Effects of Cooperative Learning on Victimization, Stress, Mental Health, and Academic Engagement in Middle School.

A Longitudinal Process Model Evaluating the Effects of Cooperative Learning on Victimization, Stress, Mental Health, and Academic Engagement in Middle School.

A Longitudinal Process Model Evaluating the Effects of Cooperative Learning on Victimization, Stress, Mental Health, and Academic Engagement in Middle School.

Mental health is a significant concern among young people, particularly during the COVID-19 pandemic. Notably, mental health problems can significantly reduce student performance in school, including both engagement and achievement. Both mental health problems and reduced student performance often arise due to peer victimization, which can include teasing, racial- or gender-based discrimination, and/or physical assault. Stress has been proposed as one mechanism through which victimization influences mental health, and stress can also interfere with academic performance at school, including engagement and achievement. To date, however, no research has evaluated longitudinal associations between victimization and stress, and how these longitudinal patterns may impact adolescent behavior and mental health. In this study, we used data from a 2-year cluster randomized trial of cooperative learning to evaluate an etiological process model that includes (1) longitudinal reciprocal effects between victimization and stress, and (2) the effects of both victimization and stress on student mental health and academic engagement. We hypothesized that victimization and stress would have significant reciprocal effects, and that both would predict greater mental health problems and lower academic engagement. We further hypothesized that cooperative learning would have significant effects on all constructs. We found partial support for this model, whereby stress predicted greater victimization, but victimization did not predict increased stress. While both factors were linked to student outcomes, stress was a more powerful predictor. We also found significant salutary effects of cooperative learning on all constructs. The implications of these results for student behavioral and mental health are discussed.

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