Abstract
Purpose: Present study investigated the effectiveness of school-based intervention programs on reducing aggression among children and adolescents. Method: A thorough search was carried out on 12 electronic databases. Seventeen studies were finalized, and meta-analyses were performed using a random effect model on RevMan software. Results: Findings reveal that existing school-based programs have a significant effect on reducing aggression (standardized mean differences = −0.35, 95% confidence interval [−0.53, −0.18], Z = 3.92, p < .001). Furthermore, subgroup analysis found that interventions with a theoretical basis, using a randomized controlled trial (RCT) design, or having a short duration of each session (below 45 min), were more effective than ones without a theoretical basis, using a quasi-experimental design, or having longer session duration (above 45 min) on reducing aggressive behaviors. Conclusion: This review provided implications to improve school-based interventions by developing designs based on the guidance of theories and RCT design, as well as limiting session duration.
Published Version
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