A2 Katsausartikkeli tieteellisessä aikausilehdessä
A systematic review and meta-analysis of the benefits of school-based, peer-led interventions for leaders (2022)
Wade, L., Leahy, A. A., Babic, M. J., Beauchamp, M. R., Smith, J. J., Kennedy, S. G., Boyer, J., Nathan, N., Robinson, K., & Lubans, D. R. (2022). A systematic review and meta-analysis of the benefits of school-based, peer-led interventions for leaders. Scientific Reports, 12, Article 21222. https://doi.org/10.1038/s41598-022-25662-9
JYU-tekijät tai -toimittajat
Julkaisun tiedot
Julkaisun kaikki tekijät tai toimittajat: Wade, Levi; Leahy, Angus A.; Babic, Mark J.; Beauchamp, Mark R.; Smith, Jordan J.; Kennedy, Sarah G.; Boyer, James; Nathan, Nicole; Robinson, Katie; Lubans, David R.
Lehti tai sarja: Scientific Reports
eISSN: 2045-2322
Julkaisuvuosi: 2022
Ilmestymispäivä: 08.12.2022
Volyymi: 12
Artikkelinumero: 21222
Kustantaja: Nature Publishing Group
Julkaisumaa: Britannia
Julkaisun kieli: englanti
DOI: https://doi.org/10.1038/s41598-022-25662-9
Julkaisun avoin saatavuus: Avoimesti saatavilla
Julkaisukanavan avoin saatavuus: Kokonaan avoin julkaisukanava
Julkaisu on rinnakkaistallennettu (JYX): https://jyx.jyu.fi/handle/123456789/85160
Tiivistelmä
The aim of our systematic review and meta-analysis was to quantitatively synthesise the effects of school-based peer-led interventions on leaders’ academic, psychosocial, behavioural, and physical outcomes. Eligible studies were those that: (i) evaluated a school-based peer-led intervention using an experimental or quasi-experimental study design, (ii) included an age-matched control or comparison group, and (iii) evaluated the impact of the intervention on one or more leader outcomes. Medline, Sportdiscus, Psychinfo, Embase, and Scopus online databases were searched on the 24th of October, 2022 which yielded 13,572 results, with 31 included in the narrative synthesis and 12 in the meta-analysis. We found large positive effects for leaders’ attitudes toward bullying (d = 1.02), small-to-medium positive effects for leaders’ literacy (d = 0.39), and small positive effects for leaders’ self-esteem (d = 0.18). There were mixed findings for behavioural outcomes and null effects for physical outcomes. Notable limitations of this research are the inclusion of a relatively small number of studies, and high heterogeneity in those included. Our findings have the potential to inform educational practice, but also highlight the need for further research examining the mechanisms that might account for the observed effects. Our systematic review was prospectively registered with PROSPERO (CRD42021273129).
YSO-asiasanat: koululaiset; vertaisryhmät; vertaissuhteet; vertaistuki; kiusaaminen; lukutaito; itsetunto; interventio; meta-analyysi
Vapaat asiasanat: peer leaders; intervention; meta-analysis; bullying; literacy; self-esteem
Liittyvät organisaatiot
OKM-raportointi: Kyllä
Raportointivuosi: 2022
JUFO-taso: 1