ABSTRACT

Teaching students with externalising problem behaviours is difficult for teachers, as it challenges the relationship that teachers engage in with their students. In this study, effects of Key2Teach on externalising and social-emotional problem behaviours and the mediating role of conflict in the teacher-student relationship were studied using a randomised controlled trial (RCT)-design. In two cohorts, 103 teacher-student dyads and peer-students (n = 1643) were assessed two times during a school year. Fifty-three dyads received the intervention (experimental group), whereas 50 dyads received no intervention (control group). Data were collected on teacher-reported externalising and social-emotional problem behaviours in students, and on teacher-student conflict. For dyad-students, results showed a direct effect of Key2Teach on conduct problems and an indirect effect, via teacher-student conflict, for hyperactivity problems. No effects on social-emotional problems were established. For peer-students, results showed indirect effects on externalising problems and direct effects on social-emotional problems. Implications for practice and future research are discussed.

摘要

对教师而言，以外部行为问题的方式来教导学生是困难的，因为这挑战了教师与学生之间的关系。在这项研究中，使用随机对照试验（RCT）设计研究了Key2Teach对外部化和社会情感问题行为的影响以及冲突在师生关系中的中介作用。在两个队列中，在一个学年中两次评估了103名师生和同伴（n = 1643）。53个二元组接受了干预（实验组），而50个二元组没有接受干预（对照组）。收集了有关教师报告的学生外在化和社会情感问题行为以及师生冲突的数据。对于二元学生，结果表明，Key2Teach对行为问题具有直接影响，而通过师生冲突则对活动过度问题具有间接影响。没有建立对社会情感问题的影响。对于同伴学生，结果显示了对外部化问题的间接影响和对社会情感问题的直接影响。讨论了对实践和未来研究的影响。