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首页> 外文期刊>British journal of educational psychology >A three-wave longitudinal assessment of socioemotional development in a year-long school-based 'gap year'
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A three-wave longitudinal assessment of socioemotional development in a year-long school-based 'gap year'

机译：一年纪念基于“差距”的社会情调发展的三波纵向评估

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Background Transition Year (TY) is a quasi-gap year offered midway through post-primary education in Ireland. TY is intended to provide a low-stakes environment to promote maturity and social skills, and to prepare students for adult life. Previous interview-based research has found that TY is seen as a positive experience by many students and teachers. However, no study has sought to quantify the extent to which TY participation may be associated with socioemotional development.
机译：背景过渡年（TY）是通过爱尔兰初级教育中途提供的准缺口年。 TY旨在提供低赌注的环境，以促进成熟度和社交技能，并为成年生命做好准备。 以前的访谈研究发现，TY被许多学生和教师视为积极的经验。 但是，没有研究旨在量化TY参与可能与社会间谍发展有关的程度。

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