在小学环境中通过个人和上下文的弹性因素应对压力
Raquel Flores-Buils1, Clara Andrés-Roqueta1
1Department of Developmental, Educational Social and Methodological Psychology, Universitat Jaume I, 12071 Castellón de la Plana, Spain.
Behavioral sciences (Basel, Switzerland)
|November 24, 2023
概括
小学儿童经历中等程度的学校压力,特别是由于过度安排和课堂焦虑. 弹性,包括自尊和来自教师,家长和同龄人的社会支持,可以减轻这种压力.
科学领域:
- 儿童心理学 儿童心理学
- 教育心理学教育心理学
- 压力和弹性研究 压力和弹性研究
背景情况:
- 学校压力在各个教育阶段普遍存在,但研究往往侧重于更高的水平.
- 了解小学儿童的压力对于早期干预和支持至关重要.
研究的目的:
- 评估学校的压力水平,并识别小学儿童的压力情况.
- 检查个人和环境性因素对学校压力的影响.
主要方法:
- 在427名6至12岁的儿童中,使用IECI学校压力表和RES-PRIM弹性调查问卷进行了调查.
- 使用了包括描述性,相关性和回归分析在内的统计分析.
主要成果:
- 观察到平均水平的学校压力.
- 关键的压力因素包括过度活动,注意力集中障碍和课堂上的表现焦虑.
- 个人因素 (自尊,内省,未来目标,社交技能) 和情境因素 (教师,家长,同行支持) 显著预测了学校的压力.
结论:
- 小学压力受到个人弹性和社会支持系统的影响.
- 干预措施应侧重于学校过渡,学术支持和培养个人性.
- 强调了教师,同学和家长作为支持网络在管理学校压力的关键作用.
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