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首页> 外文期刊>Journal of abnormal child psychology >Modeling the Bullying Prevention Program Preferences of Educators: A Discrete Choice Conjoint Experiment
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Modeling the Bullying Prevention Program Preferences of Educators: A Discrete Choice Conjoint Experiment

机译：建模教育工作者欺凌预防计划偏好：离散选择结合实验

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We used discrete choice conjoint analysis to model the bullying prevention program preferences of educators. Using themes from computerized decision support lab focus groups (n = 45 educators), we composed 20 three-level bullying prevention program design attributes. Each of 1,176 educators completed 25 choice tasks presenting experimentally varied combinations of the study's attribute levels. Latent class analysis yielded three segments with different preferences. Decision Sensitive educators (31%) preferred that individual schools select bullying prevention programs. In contrast, Support Sensitive educators (51%) preferred that local school boards chose bullying prevention programs. This segment preferred more logistical and social support at every stage of the adoption, training, implementation, and long term maintenance processes. Cost Sensitive educators (16%) showed a stronger preference for programs minimizing costs, training, and implementation time demands. They felt prevention programs were less effective and that the time and space in the curriculum for bullying prevention was less adequate. They were less likely to believe that bullying prevention was their responsibility and more likely to agree that prevention was the responsibility of parents. All segments preferred programs supported by the anecdotal reports of colleagues from other schools rather than those based on scientific evidence. To ensure that the bullying prevention options available reflect the complex combination of attributes influencing real world adoption decisions, program developers need to accommodate the differing views of the Decision, Support, and Cost Sensitive segments while maximizing the support of parents and students.
机译：我们使用离散选择联合分析来模拟教育工作者的欺凌预防计划偏好。使用从计算机化决策支持实验室焦点小组（n = 45名教育者）的主题，我们组成了20个三级欺凌预防计划设计属性。 1,176名教育工作者中的每一个都完成了25个选择任务，提出了研究的属性水平的实验各种组合。潜在阶级分析产生了三个不同偏好的段。决策敏感教育者（31％）首选个人学校选择欺凌预防计划。相比之下，支持敏感的教育者（51％）首选当地学校委员会选择欺凌预防计划。该部分在通过，培训，实施和长期维护流程的每个阶段更倾向于更多的后勤和社会支持。成本敏感的教育工作者（16％）表现出更强大的偏好，以最大限度地降低成本，培训和实施时间需求。他们认为预防计划不太有效，欺凌预防课程中的时间和空间不太足够。他们不太可能相信欺凌预防是他们的责任，更有可能同意预防是父母的责任。所有细分部分优先由其他学校的同事报告支持的计划，而不是基于科学证据。为确保可用的欺凌预防措施反映了影响现实世界采用决策的复杂性的组合，计划开发人员需要满足决策，支持和成本敏感细分的不同观点，同时最大化父母和学生的支持。

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