ABSTRACT

Teaching assistants and teachers (N = 186) in Cambridgeshire primary schools in the UK were invited to participate in a survey to explore the perceived impact of school-based counselling (SBC) on pupils’ cognitive, social, and emotional engagement. Participants were also asked which of these factors they believed were most important to a child’s educational progress. T-tests and one-way ANOVAs were conducted to explore the findings. Perceived effects of SBC were greatest on pupils’ social engagement (M = 18.05, SD = 4.17), followed by emotional engagement (M = 16.71, SD = 5.24) and cognitive engagement (M = 15.08, SD = 3.96). Emotional engagement was reported as the most important factor in a child’s educational progress χ² _{(2, n = 169)} = 77.834, p < .0001.

摘要

邀请英国剑桥郡小学的助教和教师 ( N  = 186) 参与一项调查，以探索校本咨询 (SBC) 对学生认知、社交和情感参与的感知影响。参与者还被问及他们认为哪些因素对孩子的教育进步最重要。进行T检验和单因素方差分析以探索发现。SBC 对学生社交参与的感知影响最大（M  = 18.05，SD  = 4.17），其次是情感参与（M  = 16.71，SD  = 5.24）和认知参与（M  = 15.08，SD = 3.96)。据报道，情感参与是儿童教育进步的最重要因素χ ² _{(2, n  = 169)}  = 77.834, p  < .0001。