人类繁荣的大学课程的虚拟实施可以在COVID-19期间改善学生繁荣吗? 一个多大学的研究研究
Blake A Colaianne1, Matthew J Hirshberg2, Karen Kurotsuchi Inkelas3
1Bennett Pierce Prevention Research Center, College of Health and Human Development, The Pennsylvania State University, University Park, Pennsylvania, USA.
Journal of American college health : J of ACH
|February 5, 2025
概括
在虚拟"人类繁荣的艺术和科学"课程的本科生表现出更好的正念和抑郁症状的减少. 虽然勃发展的收益并没有长期持续,但该课程显示了支持学生福祉的希望.
科学领域:
- 观想教育是一种观想式的教育.
- 本科心理健康专业的本科生
- 心理上的幸福心理上的幸福
背景情况:
- 由于COVID-19的流行,需要虚拟学习环境.
- 本科生心理健康仍然是一个重大问题.
- 沉思式教育为学生的幸福提供了潜在的好处.
研究的目的:
- 评估虚拟本科课程对学生勃发展的影响.
- 评估注意力,社会情感技能,繁荣,抑郁症状和睡眠质量的变化.
主要方法:
- 进行了5个月前/后的后续评估.
- 倾向性得分匹配用于比较.
- 参与者包括三个大学的168名本科生.
主要成果:
- 学生们报告说,他们的正念,同情和共同的人性有了显著的改善.
- 在课程结束后,抑郁症状显著减少.
- 在五个月的随访期间,繁荣和抑郁症状的改善并没有持续下去.
结论:
- 人类繁荣的学术研究是支持本科生心理健康的有希望的方法.
- 虚拟沉思教育可以积极影响近期结果.
- 需要进一步的研究来维持长期的好处.
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