ABSTRACT

This study used a quasi-experimental design to evaluate the efficacy of the universal, school-based VIP-Makkerskap [VIP Partnership] programme. 1101 students in a test group and 734 students in a control group completed questionnaires one week (t1), ten weeks (t2), and six months (t3) after programme implementation. A one-way ANCOVA showed that at t2 and t3, students in the test group reported significantly higher social classroom environment scores than the control group, but the effect sizes were small (d = .10 and .09, respectively). Further analyses showed that five of the ten test schools accounted for the increase in the outcome variable from t1-t2. In these schools, a greater proportion of teachers had used the programme since its beginning in 2015, compared to the schools that did not report an increase. The results suggest that teachers' experience in using VIP Partnership is a key component of the programme's effectiveness.

摘要

本研究使用准实验设计来评估普遍的、以学校为基础的 VIP-Makkerskap [VIP Partnership] 计划的有效性。在项目实施后一周（t1）、十周（t2）和六个月（t3），测试组的1101名学生和对照组的734名学生完成了问卷。单向 ANCOVA 显示，在 t2 和 t3 时，测试组学生报告的社会课堂环境分数显着高于对照组，但效应量很小（d= .10 和 .09，分别）。进一步的分析表明，十所测试学校中有五所解释了从 t1 到 t2 结果变量的增加。在这些学校中，与没有报告增加的学校相比，自 2015 年开始使用该计划的教师比例更高。结果表明，教师使用 VIP 伙伴关系的经验是该计划有效性的关键组成部分。