认知行为治疗学术倦怠,拖延,自我残疾行为和青少年的测试焦虑:一个随机对照试验
Khizra Khurshid1, Rabia Mushtaq2, Umara Rauf3
1Department of Applied Psychology, Government College University, Faisalabad, Zakid Block 1st floor, Main Campus, Faisalabad, Punjab, Pakistan.
BMC psychology
|February 3, 2025
概括
认知行为疗法 (CBT) 通过降低拖延,倦怠和考试焦虑,有效地减少了青少年的学业压力. 此外,CBT还改善了学校的运作,并帮助管理家长的期望.
科学领域:
- 心理学 心理学 心理学
- 青少年精神病学 青少年精神病学
- 教育心理学教育心理学
背景情况:
- 学术压力因素显著影响青少年的情绪健康,并可能导致精神问题.
- 随着时间的推移,未解决的情感和教育挑战加剧了这些问题.
研究的目的:
- 调查认知行为疗法 (CBT) 在解决青少年学术相关问题的有效性.
- 评估CBT对拖延,倦怠,自我残疾,考试焦虑和学校运作的影响.
主要方法:
- 一项随机对照试验,涉及129名青少年,分为实验组和等候名单对照组.
- 使用的验证尺度:一般拖延量,马斯拉赫燃烧 inventory-student调查,自我残疾量,测试焦虑量,和生活到父母的期望量.
- 用人重复测量ANOVA用于数据分析.
主要成果:
- CBT显著减少了拖延,学术倦怠,考试焦虑和自我残疾行为.
- 通过增强的关系技能,CBT提高了学生管理不切实际的父母期望的能力.
- 参与者表现出更好的学业成绩,出席率和准时性.
结论:
- 认知行为疗法是面临学术和情感困难的青少年的有效干预.
- 认知心理治疗提高了学校的运作,并为学生提供了面对父母期望的应对策略.
- 该研究强调了CBT在减轻学术压力的负面影响方面的作用.
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