مرور نظام‌مند و فراتحلیل اثربخشی برنامه‌های مبتنی بر مدرسه بر رفتارهای پرخاشگرانه
محورهای موضوعی : علوم تربیتی
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کلید واژه: فراتحلیل, برنامه‌های مبتنی بر مدرسه, پرخاشگری, کودکان, نوجوانان,
چکیده مقاله :
هدف مطالعه حاضر اثربخشی برنامه‌های مداخله‌ای مبتنی بر مدرسه را در کاهش پرخاشگری در کودکان و نوجوانان مورد بررسی قرار داد. جستجوی جامعی در ۱۲ پایگاه داده الکترونیکی انجام شد. در نهایت ۱۷ مطالعه انتخاب گردید و فراتحلیل‌ها با استفاده از مدل اثرات تصادفی در نرم‌افزار RevMan انجام شدند. نتایج نشان می‌دهد که برنامه‌های موجود مبتنی بر مدرسه تأثیر معناداری بر کاهش پرخاشگری دارند (تفاوت میانگین استاندارد شده = -0.35، فاصله اطمینان ۹۵٪ [-0.53، -0.18]، مقدار Z = 3.92، p < .001).. علاوه بر این، تحلیل زیرگروه‌ها نشان داد که مداخلاتی که بر مبنای نظریه طراحی شده‌اند، از طراحی کارآزمایی تصادفی کنترل‌شده (RCT) استفاده می‌کنند، یا مدت زمان هر جلسه آنها کوتاه است (کمتر از ۴۵ دقیقه)، در مقایسه با مداخلاتی که فاقد مبنای نظری هستند، از طراحی شبه‌آزمایشی بهره می‌برند، یا مدت زمان جلسات آنها طولانی‌تر است (بیش از ۴۵ دقیقه)، اثربخشی بیشتری در کاهش رفتارهای پرخاشگرانه دارند. این مرور نظام‌مند دلالت‌هایی برای بهبود مداخلات مبتنی بر مدرسه ارائه می‌دهد؛ از جمله طراحی برنامه‌ها بر اساس راهنمایی‌های نظری و طراحی کارآزمایی تصادفی کنترل‌شده، همچنین محدود کردن مدت زمان جلسات.
چکیده انگلیسی:
The present study examined the effectiveness of school-based intervention programs in reducing aggression among children and adolescents. A comprehensive search was conducted across 12 electronic databases. Ultimately, 17 studies were selected, and meta-analyses were performed using a random-effects model in RevMan software. The results indicate that existing school-based programs have a significant impact on reducing aggression (standardized mean difference = -0.35, 95% confidence interval [-0.53, -0.18], Z = 3.92, p < .001). Furthermore, subgroup analyses revealed that interventions designed based on theoretical frameworks, utilizing a randomized controlled trial (RCT) design, or having shorter session durations (below 45 minutes) were more effective in reducing aggressive behaviors compared to interventions lacking a theoretical basis, employing a quasi-experimental design, or having longer session durations (above 45 minutes). This systematic review offers implications for enhancing school-based interventions, including designing programs with theoretical guidance, implementing RCT designs, and limiting session durations.
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