Publication details

Ověřovací studie preventivního programu Dobronauti : Zpátky v čase. Výzkumná zpráva

Title in English Assessment of the effectiveness of the Dobronauti prevention program : Back in time. Research report
Authors

CÍGLER Hynek FIKRLOVÁ Jana TANCOŠ Martin

Year of publication 2022
MU Faculty or unit

Faculty of Social Studies

Attached files
Description This study aimed to evaluate the effectiveness of the prevention program Dobronauti: Back in Time. The program's goal is to prevent bullying and negative child behavior in elementary schools, grades 3–5. We employed a mixed-methods design. Its core was the preregistered quasi-experiment (N = 616, 28 classes), which evaluated a program’s influence on victim self-efficacy, defender self-efficacy, and knowledge of coping behavior in critical situations. This quantitative data was supplemented by a thematic analysis of interviews with children (n = 12) and free responses to the questionnaires. Quantitative data were analyzed using a linear mixed model. The program immediately affected the knowledge of coping strategies, ß = .45 with 95%CI [.26–.64], p < .001, and this effect was maintained unchanged three months after the end of the program, ß = .44 with 95%CI [.31–.57], p < .001. However, there was no immediate or long-term effect on self-efficacy, all p > .05. On the other hand, the program slightly lowered the autoregression of self-efficacy before and three months after the program, suggesting a differential effect at an individual level (p < .05). We did not observe any significant relations to teachers' characteristics or children's gender or grade (usually p > .05). Qualitative data supplemented and extended preceding interpretations. Children liked the program; they wanted to continue or play some modification and reported its utility and effectiveness. They reflected that they learned new and valuable things and became more aware of the conflict events in the class. Children appreciated group communication, interactivity, or motion activities, but some criticized if the program was realized instead of favorite subjects (physical education, for example). Children thought that the program improved class mood and that teachers were better at handling conflict situations.

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