特征焦虑,情绪调节和超认知信念:一项包含单独网络和相关性分析的观察性研究,以检查与执行职能和学术成就的关联
François-Xavier Cécillon1, Martial Mermillod2, Christophe Leys3
1Laboratoire Développement Individu Processus Handicap Education, Université Lumière Lyon 2, 5, Avenue Pierre Mendès-France, 69676 Bron, Cedex, France.
Children (Basel, Switzerland)
|January 23, 2024
概括
特征焦虑,不适应的情绪调节和元认知信念显著影响青少年的执行功能和学业成绩. 解决这些心理因素对于提高学校成绩至关重要.
科学领域:
- 心理学 心理学 心理学
- 教育心理学教育心理学
- 发展心理学 发展心理学
背景情况:
- 众所周知,特征焦虑,情绪调节和元认知信念会影响执行功能 (EF) 和学业成绩.
- 了解这些因素的相互作用对于全面了解学业成功至关重要.
研究的目的:
- 检查特征焦虑,情绪调节策略,元认知信念,执行功能和青少年学业成绩之间的相互作用.
- 为了调查不适应情绪调节和对焦虑的超认知信念在特征焦虑方面的特定作用.
主要方法:
- 这是一项涉及275名青少年 (年龄在10-17岁) 和他们的父母的横截面在线问卷研究.
- 评估特征焦虑,情绪调节策略,元认知,家长报告的执行功能行为和学业成绩 (整体学校平均水平).
- 使用网络分析来探索关键变量之间的关系.
主要成果:
- 在元认知信念,不适应的情绪调节策略和特征焦虑 (r > 0.500,p < 0.001) 之间发现了高度和显著的相关性.
- 这些心理变量也与有问题的执行功能有着显著的联系.
- 有问题的执行功能与学业成绩有负面关联.
结论:
- 适应不良的情绪调节策略和对担忧的元认知信念是研究特征焦虑时需要考虑的重要反射变量.
- 这些心理因素,以及执行功能,在青少年的学业成绩中发挥着重要作用.
- 对心理因素的整体检查对于理解和支持学术成功至关重要.
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