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在面对统计学时学习创造力:一个积极的重新评估干预措施对统计学焦虑
Corinna M Perchtold-Stefan1, Magdalena Schertler2, Manuela Paechter3
1Biological Psychology Unit, Department of Psychology, University of Graz, Austria.
Journal of behavior therapy and experimental psychiatry
|September 27, 2023
概括
认知重新评估培训改善了对统计学焦虑的学生的积极解释和以方法为导向的应对. 然而,这并没有显著减少整体统计焦虑或改善态度.
科学领域:
- 心理学 心理学 心理学
- 神经科学是一个神经科学.
- 教育心理学教育心理学
背景情况:
- 统计焦虑对学生来说是一个重大挑战.
- 需要有效的干预措施来减轻其影响.
- 认知重新评估培训旨在培养积极的重新解释来管理焦虑.
研究的目的:
- 调查认知重新评估培训对统计学焦虑的有效性.
- 检查焦虑措施中的行为变化.
- 评估与接近/回避动机倾向相关的大脑激活模式 (正面EEGα不对称性) 的变化.
主要方法:
- 一项涉及45名被诊断为统计焦虑的女性心理学学生的研究.
- 两组接受了为期两周的指导重新评估培训 (统计焦虑或一般焦虑情况).
- 对照组没有接受任何干预.
主要成果:
- 与对照组相比,这两组培训群体都表现出更多的积极重新解释.
- 统计焦虑训练组显示习惯性重新评估增加,EEG变化表明更以方法为导向的应对.
- 没有观察到总体统计焦虑或态度的显著变化.
结论:
- 认知重新评估培训在促进更健康的应对机制方面表现有前途,以应对统计学焦虑.
- 神经生理学变化支持培训在培养以方法为导向的反应方面的有效性.
- 需要进一步的研究才能将这些发现转化为显著减少根深蒂固的统计焦虑.
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