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Tytuł pozycji:

Disruptive Behavior Programs on Primary School Students: A Systematic Review

Tytuł:
Disruptive Behavior Programs on Primary School Students: A Systematic Review
Autorzy:
Diego Martín Retuerto
Iker Ros Martínez de Lahidalga
Irantzu Ibañez Lasurtegui
Temat:
disruptive behavior
childhood
pre-adolescence
emotional management
Public aspects of medicine
RA1-1270
Psychology
BF1-990
Źródło:
European Journal of Investigation in Health, Psychology and Education, Vol 10, Iss 4, Pp 995-1009 (2020)
Wydawca:
MDPI AG, 2020.
Rok publikacji:
2020
Kolekcja:
LCC:Public aspects of medicine
LCC:Psychology
Typ dokumentu:
article
Opis pliku:
electronic resource
Język:
English
Spanish; Castilian
ISSN:
2254-9625
2174-8144
Relacje:
https://www.mdpi.com/2254-9625/10/4/70; https://doaj.org/toc/2174-8144; https://doaj.org/toc/2254-9625
DOI:
10.3390/ejihpe10040070
Dostęp URL:
https://doaj.org/article/106cec907c04417fb48047f0b8440509  Link otwiera się w nowym oknie
Numer akcesji:
edsdoj.106cec907c04417fb48047f0b8440509
Czasopismo naukowe
The objective of this study was to review the existing international literature on research and programs for the reduction of disruptive behavior in primary school students. For this purpose, according to PRISMA-ScR, a mixed systematic review was performed in six databases in order to obtain wide and extensive information related to the subject under study. The studies obtained were analyzed through a table which emphasized the data related to: Author(s), year, educational stage, location, objectives, instruments, and results. As for the selection of studies, the UNESCO Thesaurus and the ERIC Thesaurus terminology was used. In addition to specifying the search for studies performed between 2004 and 2020 (both inclusive), articles written in Spanish and English were selected. Furthermore, in a final phase among the articles analyzed, those that were not or did not contain intervention programs were discarded. Therefore, a total of thirty-five articles out of more than twenty thousand were analyzed in depth. The results showed that a majority of programs were implemented in the primary education stage, as well as a predominance of the use of instruments, such as questionnaires and observation charts. In addition, it is important to underline that 77.14% of the programs analyzed were effective, hence, they met the proposed objectives. In summary, although the number of intervention programs for the reduction of disruptive behavior that can be found in the international scientific literature is growing, there is still a long way to go in order to create a large network that can serve as a foundation for interventions in primary education students.

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