使用基于在线的正念干预来减少物理学生的考试焦虑
John B Chancey1, Benjamin C Heddy2, Marie Lippmann3
1Behavioral Sciences, Oklahoma State University, Oklahoma City, OK USA.
概括
8周的在线正念干预并没有显著减少测试焦虑或改善物理测试成绩. 情绪和注意力调节与正念有复杂的关系,这表明在STEM教育方面进行进一步的研究.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 正念研究 研究正念研究
背景情况:
- 考试焦虑是STEM领域学术成功的重要障碍.
- 正念干预越来越多地被探索,因为它们有潜力减轻焦虑和改善认知调节.
- 了解正念影响学生表现的具体机制对于有效的干预设计至关重要.
研究的目的:
- 调查8周在线正念干预对入门物理学生考试焦虑的有效性.
- 探索情绪和注意力调节在正念和学业成果之间的关系中的调解作用.
- 评估干预对物理试题成绩的影响.
主要方法:
- 一个为期8周的在线正念干预与对照组进行了比较.
- 自我报告措施评估了干预前,中和后的正念,情绪调节和注意力调节.
- 物理学测试成绩被收集作为学术表现的衡量标准.
主要成果:
- 与对照组相比,正念干预没有产生统计学上显著的减轻测试焦虑或改善物理测试成绩.
- 多重回归分析表明,情绪调节积极预测正念,而注意调节在干预后负面预测正念.
- 这些发现表明,在这种情况下,正念,调节技能和学业表现之间存在复杂的相互作用.
结论:
- 实施的8周的在线正念干预,在减少考试焦虑或改善入门物理中的学业表现方面没有效果.
- 情绪和注意调节与正念的差异性预测关系突出了对微妙方法的需求.
- 需要进一步的研究来探索在STEM教育环境中基于正念的干预措施的有效性和最佳实施.
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