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Components of School-Based Interventions Stimulating Students’ Intrapersonal and Interpersonal Domains: A Meta-analysis
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...
Autores principales: | , , , , |
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Formato: | Online Artículo Texto |
Lenguaje: | English |
Publicado: |
Springer US
2020
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Materias: | |
Acceso en línea: | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7585570/ https://www.ncbi.nlm.nih.gov/pubmed/33010010 http://dx.doi.org/10.1007/s10567-020-00328-y |
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author | Mertens, Esther Deković, Maja Leijten, Patty Van Londen, Monique Reitz, Ellen |
author_facet | Mertens, Esther Deković, Maja Leijten, Patty Van Londen, Monique Reitz, Ellen |
author_sort | Mertens, Esther |
collection | PubMed |
description | 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. |
format | Online Article Text |
id | pubmed-7585570 |
institution | National Center for Biotechnology Information |
language | English |
publishDate | 2020 |
publisher | Springer US |
record_format | MEDLINE/PubMed |
spelling | pubmed-75855702020-11-03 Components of School-Based Interventions Stimulating Students’ Intrapersonal and Interpersonal Domains: A Meta-analysis Mertens, Esther Deković, Maja Leijten, Patty Van Londen, Monique Reitz, Ellen Clin Child Fam Psychol Rev Article 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. Springer US 2020-10-03 2020 /pmc/articles/PMC7585570/ /pubmed/33010010 http://dx.doi.org/10.1007/s10567-020-00328-y Text en © The Author(s) 2020 Open AccessThis article is licensed under a Creative Commons Attribution 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons licence, and indicate if changes were made. The images or other third party material in this article are included in the article's Creative Commons licence, unless indicated otherwise in a credit line to the material. If material is not included in the article's Creative Commons licence and your intended use is not permitted by statutory regulation or exceeds the permitted use, you will need to obtain permission directly from the copyright holder. To view a copy of this licence, visit http://creativecommons.org/licenses/by/4.0/. |
spellingShingle | Article Mertens, Esther Deković, Maja Leijten, Patty Van Londen, Monique Reitz, Ellen Components of School-Based Interventions Stimulating Students’ Intrapersonal and Interpersonal Domains: A Meta-analysis |
title | Components of School-Based Interventions Stimulating Students’ Intrapersonal and Interpersonal Domains: A Meta-analysis |
title_full | Components of School-Based Interventions Stimulating Students’ Intrapersonal and Interpersonal Domains: A Meta-analysis |
title_fullStr | Components of School-Based Interventions Stimulating Students’ Intrapersonal and Interpersonal Domains: A Meta-analysis |
title_full_unstemmed | Components of School-Based Interventions Stimulating Students’ Intrapersonal and Interpersonal Domains: A Meta-analysis |
title_short | Components of School-Based Interventions Stimulating Students’ Intrapersonal and Interpersonal Domains: A Meta-analysis |
title_sort | components of school-based interventions stimulating students’ intrapersonal and interpersonal domains: a meta-analysis |
topic | Article |
url | https://www.ncbi.nlm.nih.gov/pmc/articles/PMC7585570/ https://www.ncbi.nlm.nih.gov/pubmed/33010010 http://dx.doi.org/10.1007/s10567-020-00328-y |
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