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Promoting prosocial pupil behaviour: 2-secondary school intervention and pupil effects.
Br J Educ Psychol. 1999 Dec; 69 (Pt 4):479-504.BJ

Abstract

BACKGROUND

In an earlier article (Mooij, 1999c) a theoretical multilevel model to promote prosocial pupil behaviour by stimulating specific educational conditions was developed.

AIMS

To carry out school interventions to check empirically whether pupil level effects occur because of educational changes at the classroom and school level.

SAMPLES

Seven secondary schools with relatively high degrees of pupil aggression were selected. Four schools took part as intervention schools, three schools served as control schools. In 1995 (pretest) and 1997 (post-test) pupils and form teachers of the first and third school years participated by completing questionnaires. Within the pupil cohorts, a longitudinal group of 352 pupils was included.

METHODS

Pretest questionnaires in 1995 were followed by intervention in the intervention schools. Teachers collaborated with staff and researchers to increase pupils' participation and responsibility in specifying and controlling behavioural and didactic rules, related to didactic differentiation during lessons. The validity of the intervention implementation was checked using qualitative information and quantitative data from both pre- and post-test. Longitudinal intervention effects were tested by applying two-level multiple regression analyses.

RESULTS

After controlling for pretest and covariables in school year 1, school intervention effects were found in school year 3 with the prediction of being a perpetrator of aggressive behaviour at school, aggressive behaviour outside school, and criminal behaviour. Some small effects were found with respect to victim behaviour.

CONCLUSIONS

Social-pedagogical and didactic class and school variables, but also home variables and support by peers without problematic behaviour, could be integrated more systematically to promote prosocial development of a pupil's behaviour from the beginning in school.

Authors+Show Affiliations

Institute for Applied Social Sciences, University of Nijmegen, The Netherlands. t.mooij@its.kun.nl

Pub Type(s)

Journal Article

Language

eng

PubMed ID

10665165

Citation

Mooij, T. "Promoting Prosocial Pupil Behaviour: 2-secondary School Intervention and Pupil Effects." The British Journal of Educational Psychology, vol. 69 (Pt 4), 1999, pp. 479-504.
Mooij T. Promoting prosocial pupil behaviour: 2-secondary school intervention and pupil effects. Br J Educ Psychol. 1999;69 (Pt 4):479-504.
Mooij, T. (1999). Promoting prosocial pupil behaviour: 2-secondary school intervention and pupil effects. The British Journal of Educational Psychology, 69 (Pt 4), 479-504.
Mooij T. Promoting Prosocial Pupil Behaviour: 2-secondary School Intervention and Pupil Effects. Br J Educ Psychol. 1999;69 (Pt 4):479-504. PubMed PMID: 10665165.
* Article titles in AMA citation format should be in sentence-case
TY - JOUR T1 - Promoting prosocial pupil behaviour: 2-secondary school intervention and pupil effects. A1 - Mooij,T, PY - 2000/2/9/pubmed PY - 2000/3/4/medline PY - 2000/2/9/entrez SP - 479 EP - 504 JF - The British journal of educational psychology JO - Br J Educ Psychol VL - 69 (Pt 4) N2 - BACKGROUND: In an earlier article (Mooij, 1999c) a theoretical multilevel model to promote prosocial pupil behaviour by stimulating specific educational conditions was developed. AIMS: To carry out school interventions to check empirically whether pupil level effects occur because of educational changes at the classroom and school level. SAMPLES: Seven secondary schools with relatively high degrees of pupil aggression were selected. Four schools took part as intervention schools, three schools served as control schools. In 1995 (pretest) and 1997 (post-test) pupils and form teachers of the first and third school years participated by completing questionnaires. Within the pupil cohorts, a longitudinal group of 352 pupils was included. METHODS: Pretest questionnaires in 1995 were followed by intervention in the intervention schools. Teachers collaborated with staff and researchers to increase pupils' participation and responsibility in specifying and controlling behavioural and didactic rules, related to didactic differentiation during lessons. The validity of the intervention implementation was checked using qualitative information and quantitative data from both pre- and post-test. Longitudinal intervention effects were tested by applying two-level multiple regression analyses. RESULTS: After controlling for pretest and covariables in school year 1, school intervention effects were found in school year 3 with the prediction of being a perpetrator of aggressive behaviour at school, aggressive behaviour outside school, and criminal behaviour. Some small effects were found with respect to victim behaviour. CONCLUSIONS: Social-pedagogical and didactic class and school variables, but also home variables and support by peers without problematic behaviour, could be integrated more systematically to promote prosocial development of a pupil's behaviour from the beginning in school. SN - 0007-0998 UR - https://www.unboundmedicine.com/medline/citation/10665165/Promoting_prosocial_pupil_behaviour:_2_secondary_school_intervention_and_pupil_effects_ L2 - https://onlinelibrary.wiley.com/resolve/openurl?genre=article&sid=nlm:pubmed&issn=0007-0998&date=1999&volume=69&issue=&spage=479 DB - PRIME DP - Unbound Medicine ER -