Contact-based interventions to reduce ethnic prejudice against migrants and ethnic minorities in the school context: A systematic literature review

The role of culture in student discipline of secondary schools in cross-cultural context: a systematic literature review and future research agenda

International Journal of Educational Management ◽

10.1108/ijem-06-2020-0325 ◽

2021 ◽

Vol ahead-of-print (ahead-of-print) ◽

Author(s):

Nirma Sadamali Jayawardena

Keyword(s):

Literature Review ◽

Secondary School ◽

Secondary Schools ◽

Systematic Literature Review ◽

Cultural Context ◽

School Context ◽

Cross Cultural ◽

Student Discipline ◽

Future Research ◽

Content Type

PurposeThe present study is a systematic review that identifies future research avenues on culture and discipline in secondary schools in a cross-cultural context.Design/methodology/approachThe literature, as published in top management, education and psychology journals, was reviewed around culture and discipline in secondary schools. This systematic literature review (SLR) used several preferred reporting items for systematic reviews and meta-analyses (PRISMA) guidelines and categorised the studies published during the period 2014–2020.FindingsThe author identified six major themes: (1) punishment, (2) restorative practices (RPs), (3) racial disparities, (4) competitiveness, (5) school climate and (6) secondary school student discipline in a cross-cultural context. Further, the author suggested several future research avenues under these emerging themes.Research limitations/implicationsThe scope of this study is limited to culture and discipline in a secondary school context. The findings provide a solid foundation for researchers in the areas of culture and discipline in secondary schools.Originality/valueTo the best of the author's knowledge, this study can be considered as the first SLR conducted using PRISMA guidelines to identify several under-researched areas in the field of culture and discipline in secondary schools in a cross-cultural context. The study provides several future research insights.

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Student Well-being: A Systematic Literature Review

Buletin Psikologi ◽

10.22146/buletinpsikologi.42979 ◽

2020 ◽

Vol 28 (1) ◽

pp. 1

Author(s):

Farah Aulia ◽

Thomas Dicky Hastjarjo ◽

Diana Setiyawati ◽

Bhina Patria

Keyword(s):

Mental Health ◽

Literature Review ◽

Systematic Literature Review ◽

Social Relations ◽

Positive Emotions ◽

School Context ◽

Well Being ◽

School Satisfaction ◽

School Evaluation ◽

Definition Of

Research on well-being in adults has developed quite rapidly in recent years, but not on research in child well-being particularly within school context. This article aimed to review: (a) the definition of student well-being and b) measurement of student well-being. The review involved articles published in 2007-2017. The conclusions of this literature review are (a) the definitions used to explain student well-being are based on several approaches, namely mental health, hedonistic and eudaimonic, (b) several aspects that construct the student well-being at school namely dominant positive emotions, school satisfaction, negative emotions, social relations and engagement to school. These findings can provide recommendations for measurement construction and school evaluation related to student well-being.

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School-based Prevention for Adolescent Internet Addiction: Prevention is the Key. A Systematic Literature Review

Current Neuropharmacology ◽

10.2174/1570159x16666180813153806 ◽

2019 ◽

Vol 17 (6) ◽

pp. 507-525 ◽

Cited By ~ 17

Author(s):

Melina A. Throuvala ◽

Mark D. Griffiths ◽

Mike Rennoldson ◽

Daria J. Kuss

Keyword(s):

Literature Review ◽

Systematic Literature Review ◽

Internet Addiction ◽

Clinical Status ◽

School Context ◽

Risk Behaviour ◽

Assessment Tools ◽

Future Research ◽

School Based ◽

Prevention Programmes

Adolescents’ media use represents a normative need for information, communication, recreation and functionality, yet problematic Internet use has increased. Given the arguably alarming prevalence rates worldwide and the increasingly problematic use of gaming and social media, the need for an integration of prevention efforts appears to be timely. The aim of this systematic literature review is (i) to identify school-based prevention programmes or protocols for Internet Addiction targeting adolescents within the school context and to examine the programmes’ effectiveness, and (ii) to highlight strengths, limitations, and best practices to inform the design of new initiatives, by capitalizing on these studies’ recommendations. The findings of the reviewed studies to date presented mixed outcomes and are in need of further empirical evidence. The current review identified the following needs to be addressed in future designs to: (i) define the clinical status of Internet Addiction (IA) more precisely, (ii) use more current psychometrically robust assessment tools for the measurement of effectiveness (based on the most recent empirical developments), (iii) reconsider the main outcome of Internet time reduction as it appears to be problematic, (iv) build methodologically sound evidence-based prevention programmes, (v) focus on skill enhancement and the use of protective and harm-reducing factors, and (vi) include IA as one of the risk behaviours in multi-risk behaviour interventions. These appear to be crucial factors in addressing future research designs and the formulation of new prevention initiatives. Validated findings could then inform promising strategies for IA and gaming prevention in public policy and education.

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