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Una intervención de un solo curso promueve la mentalidad de que el estrés mejora: Una práctica en el aula china

Xiaoyu Wang¹, Ziqi Fu², Liang Zhang¹

¹State Key Laboratory of Cognitive Science and Mental Health, Institute of Psychology, Chinese Academy of Sciences.

School psychology (Washington, D.C.)

|February 2, 2026

Resumen

Una breve intervención en el aula cambió con éxito la mentalidad de los escolares chinos hacia una mentalidad de que el estrés mejora. Si bien la reducción del estrés individual se relacionó con el cambio de mentalidad, los niveles generales de estrés no disminuyeron significativamente a nivel de grupo.

Área de la Ciencia:

Psicología
Psicología Educativa
Salud del Adolescente

Sus antecedentes:

Los adolescentes experimentan altos niveles de estrés, particularmente en entornos académicos.
Una mentalidad de que el estrés mejora puede mitigar los impactos negativos del estrés.
Las intervenciones efectivas para alterar las mentalidades del estrés en adolescentes son limitadas, especialmente en China.

Objetivo del estudio:

Examinar el impacto de una intervención breve basada en el aula sobre la mentalidad del estrés en estudiantes de secundaria chinos.
Evaluar la relación entre los cambios en la mentalidad del estrés y la reducción del estrés percibido.

Principales métodos:

Se administró una intervención única de 40 minutos a un grupo de intervención (97 estudiantes).
Un grupo de control (77 estudiantes) no recibió la intervención.
Se utilizó un análisis de diferencias en diferencias para comparar la mentalidad y los niveles de estrés.

Principales resultados:

El grupo de intervención mostró una mentalidad de que el estrés mejora significativamente más fuerte en comparación con el grupo de control.
Mayores cambios hacia una mentalidad de que el estrés mejora se correlacionaron con una mayor reducción del estrés percibido dentro del grupo de intervención.
No se observó una reducción general significativa del estrés percibido a nivel de grupo.

Conclusiones:

La enseñanza en el aula es un método viable para promover una mentalidad de que el estrés mejora en los adolescentes.
Se necesita más investigación para evaluar la efectividad a largo plazo de las intervenciones de mentalidad del estrés dirigidas por maestros.
Las intervenciones específicas pueden ser más efectivas para la reducción del estrés que los cambios a nivel de grupo.

Palabras clave:

mentalidad del estrés intervención en el aula adolescentes chinos reducción del estrés psicología educativa

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