ABSTRACT

Anger and aggressive behaviour are part of everyday school-life and have been reported to be negatively associated with student well-being and academic performance. School-based interventions, developed to target anger and aggressive behaviour, are scarce. One such Danish intervention, the so-called Mini-Diamond, has been developed and implemented in several Danish municipalities. The aim of the current study was to evaluate the potential effects of the Mini-Diamond on student well-being in a controlled trial. Outcome measures included aspects of child- and parent-rated student well-being, including school connectedness, learning self-efficacy, and bullying. All children in grades 0–2 in Rødovre (intervention) and Herlev (control) municipalities participated and filled out the same questionnaires. No effects of the Mini-Diamond intervention were found on any of the outcomes. Potential reasons for this are discussed, including the possibility that there is no effect of the Mini-Diamond intervention on well-being, together with limitations and implications of the current study.

摘要

愤怒和攻击性行为是日常学校生活的一部分，据报道与学生的幸福感和学习成绩负相关。针对愤怒和攻击性行为而开发的基于学校的干预措施很少。丹麦的一项此类干预措施，即所谓的迷你钻石，已在丹麦的几个城市开发和实施。本研究的目的是在对照试验中评估迷你钻石对学生幸福感的潜在影响。结果测量包括儿童和家长评定的学生幸福感的各个方面，包括学校联系、学习自我效能和欺凌。Rødovre（干预）和 Herlev（控制）市 0-2 年级的所有儿童都参与并填写了相同的问卷。没有发现迷你钻石干预对任何结果的影响。讨论了造成这种情况的潜在原因，包括迷你钻石干预对幸福感没有影响的可能性，以及当前研究的局限性和影响。