دانلود مقاله ارتباط بین جو مدرسه و سلامت روان در دوره راهنمایی
چکیده
مقدمه
جو مدرسه و علائم سلامت روان
مطالعه حاضر
روش ها
نتایج
بحث
نتیجه گیری
منابع
Abstract
Introduction
School Climate and Mental Health Symptoms
Current Study
Methods
Results
Discussion
Conclusion
References
چکیده
جو مدرسه به طور مداوم با سازگاری نوجوان در حوزه های تحصیلی، اجتماعی-عاطفی و رفتاری مرتبط است. اگرچه تحقیقات گذشته تأثیر جو مدرسه را بر تجربه جوانان از درونی کردن علائم و رفتار خشونت آمیز برجسته می کند، بررسی پیوندهای بالقوه با فرآیندهای بیرونی سازی خاص محدود است. مطالعه حاضر ارتباط بین جو مدرسه درک شده دانش‌آموزان راهنمایی و درونی‌سازی و بیرونی‌سازی علائم سلامت روان را بررسی کرد. جو مثبت مدرسه با تمام معیارهای بهداشت روانی رابطه معکوس دارد. دانش آموزان کلاس هفتم (N = 2768؛ 50٪ زن) از 24 مدرسه راهنمایی تگزاس استخدام شدند. شرکت‌کنندگان گزارش‌های اولیه خود از جو درک‌شده مدرسه را در سه بعد (روابط دانش‌آموز-دانش‌آموز، روابط دانش‌آموز-معلم، و آگاهی/نیاز گزارش خشونت) و همچنین گزارش‌های درونی‌سازی (یعنی افسردگی و اضطراب) و برونی‌سازی (مثلاً افسردگی و اضطراب) تکمیل کردند. به عنوان مثال، تکانشگری و خصومت) علائم. تجزیه و تحلیل رگرسیون چند سطحی برای آزمایش همه فرضیه ها، کنترل جنسیت و نژاد/قومیت شرکت کنندگان، اجرا شد. نتایج نشان داد که روابط دانش‌آموز و دانش‌آموز با علائم افسردگی رابطه منفی، روابط دانش‌آموز و معلم با اضطراب و رابطه منفی با خصومت، و آگاهی کمک‌جویی/گزارش‌دهی با هر چهار شاخص سلامت روان رابطه معکوس دارد. پژوهش حاضر بر تأثیر جو مدرسه بر سازگاری روانی نوجوانان تأکید می کند و بر نیاز به توجه به آگاهی و پاسخگویی در گزارش در مورد رفتار مدرسه تأکید می کند.
توجه! این متن ترجمه ماشینی بوده و توسط مترجمین ای ترجمه، ترجمه نشده است.
Abstract
School climate consistently relates to adolescent adjustment across academic, socioemotional, and behavioral domains. Although past research highlights the impact of school climate on youths’ experience of internalizing symptoms and violent behavior, examination of potential links with specific externalizing processes is limited. The current study examined associations between middle school students’ perceived school climate and internalizing and externalizing mental health symptoms. A positive school climate was hypothesized to be inversely related to all mental health measures. Seventh grade students (N = 2768; 50% female) were recruited from 24 Texas middle schools. Participants completed baseline self-reports of perceived school climate across three dimensions (student-student relationships, student-teacher relationships, and awareness/need of reporting violence) as well as self-reports of internalizing (i.e., depression and anxiety) and externalizing (i.e., impulsivity and hostility) symptoms. Multilevel regression analyses were implemented to test all hypotheses, controlling for participant sex and race/ethnicity. Results indicated student-student relationships were negatively related to depressive symptoms, student-teacher relationships were positively related to anxiety and negatively linked to hostility, and help-seeking/reporting awareness was inversely related to all four indices of mental health. The current research underscores the impact of school climate on adolescents’ psychological adjustment and emphasizes the need to address awareness and responsivity in reporting concerning school behavior.
Introduction
School climate is widely recognized by both educators and researchers as a key driver in the promotion of positive student health outcomes (Cohen, 2013). Broadly defined as the perceived quality and character of one’s school environment, school climate has been conceptualized several ways to include constructs such as students’ sense of safety (e.g., clarity and consistency of rules, attitudes about violence), quality of academic instruction (e.g., extent to which social-emotional learning is valued), and quality of interpersonal relationships (e.g., sense of belonging to the school, strength of the relationships among students and teachers) (Cohen et al., 2009; Wang & Degol, 2016). Sustained positive school climate is positively associated with a vast array of desirable outcomes, including positive child and youth development (Aldridge et al., 2018), health promotion intervention efficacy (Low & Van Ryzin, 2014), and student academic achievement (Daily et al., 2019; Wang et al., 2014). Moreover, inverse associations emerge between healthy school climate and student absenteeism (Van Eck et al., 2017), physical dating violence (Jain et al., 2018), bullying (Aldridge et al., 2018; Wang et al., 2014), depressive symptoms (Tong et al., 2019), general mental health concerns (Salle et al., 2018), and conduct problems (Hung et al., 2015; Reaves et al., 2018; Wang & Dishion, 2012). Although school climate is consistently associated with adolescents’ educational, safety, socioemotional, behavioral, and health outcomes, research linking subconstructs of school climate and specific mental health concerns is more limited.
Conclusion
Findings add to the growing body of evidence showing the importance of a positive school climate and its association with student mental health. Among middle school students, perceptions of their school’s awareness and need for reporting student aggression was consistently and robustly related to all measured indices of mental health, underscoring the importance of constructing campus cultures marked by openness and responsivity when it comes to reporting school violence.