高中学术压力干预:一个系统的文献综述
Tess Jagiello1, Jessica Belcher1, Aswathi Neelakandan1
1Lifespan Health & Wellbeing Research Centre, Macquarie University, Sydney, Australia.
Child psychiatry and human development
|March 4, 2024
概括
高中学术压力计划显示出希望,特别是认知行为疗法 (CBT) 的干预. 需要更严格的研究来证实有效性,并改善学校为学生福祉提供服务.
科学领域:
- 教育心理学教育心理学
- 临床心理学 临床心理学
- 公共卫生 公共卫生
背景情况:
- 学术压力在高中很普遍,影响学生的成绩和幸福感.
- 高风险评估加剧了青少年中与学校有关的痛苦.
- 基于学校的干预措施对于可访问的学术压力减轻至关重要.
研究的目的:
- 系统地审查高中课程的有效性,以减少或预防学术压力.
- 根据干预类型,格式和促进者对项目进行分类.
- 确定影响计划有效性和实施的因素.
主要方法:
- 一项系统的文献搜索确定了来自13个国家的31项符合条件的研究.
- 研究基于干预特征和报告结果进行了分析.
- 评估了方法质量和控制组类型.
主要成果:
- 大多数研究的方法质量很差,经常使用不活跃的对照组.
- 基于认知行为疗法 (CBT) 的计划显示出最强的有效性证据.
- 普遍和有针对性的干预方法都显示出潜在的好处.
结论:
- 在学校提供的认知行为疗法 (CBT) 计划是有效的管理学术压力.
- 学校工作人员的有效交付需要进一步的调查和实施战略.
- 未来的研究应该优先考虑随机对照试验,主动对照组和更长的随访期.
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