实施延迟作为抑郁症,焦虑,压力和学校倦怠之间的关系的调解者
Katarzyna Markiewicz1, Bożydar L J Kaczmarek1
1Institute of Psychology, WSEI University, Lublin, Poland.
PloS one
|December 31, 2024
概括
青少年的学校倦怠受抑郁和压力的影响,拖延作为一个关键的调解者. 父母的压力可能会意外地改变这些动态,强调需要有针对性的支持.
科学领域:
- 心理学 心理学 心理学
- 教育心理学教育心理学
- 青少年健康 青少年健康
背景情况:
- 后COVID-19研究表明,青少年的心理健康挑战日益增加,影响日常功能和学术参与.
- 学校倦怠,以缺勤和动力下降为特征,是学生日益关注的问题.
- 拖延,特别是实施拖延,越来越普遍,可能会加剧学校倦怠.
研究的目的:
- 调查拖延在青少年抑郁,焦虑,压力和学业倦怠之间关系中的中介作用.
- 了解父母的压力如何影响心理健康,拖延和学校倦怠之间的联系.
主要方法:
- 使用了抑郁症,焦虑和压力量表,实施延迟量表和学校倦怠量表.
- 调查了344名14-20岁的波兰中学生.
- 采用调解分析来研究变量关系.
主要成果:
- 证实实施延迟显著调解了抑郁症,压力和学校倦怠之间的联系.
- 焦虑并不是学校倦怠的重要预测因素.
- 父母的压力出乎意料地削弱了拖延的调解效果,同时增加了抑郁症和压力对倦怠的影响.
结论:
- 压力,抑郁和拖延是导致学校倦怠的重要因素.
- 研究结果支持制定有针对性的预防计划,以帮助学生管理这些问题.
- 教导家长和教师了解这些挑战的心理基础至关重要,不仅仅是将它们归因于惰.
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