青少年学校焦虑适应:教师之间的流行率和模式
Åshild Tellefsen Håland1, Thomas B Bertelsen2
1Sørlandet Sykehus Kristiandsand, University of Agder, Kristiansand, 4630, Norway. aashild.haaland@uia.no.
Child psychiatry and human development
|May 24, 2025
概括
几乎所有的教师都会采取适应焦虑的行为,经常使用焦虑.
科学领域:
- 教育心理学教育心理学
- 临床心理学 临床心理学
- 儿童和青少年精神病学
背景情况:
- 父母对焦虑的适应已经得到了充分的证据.
- 教师在管理学生焦虑方面的作用至关重要.
- 有限的研究存在于教师自己的焦虑适应行为.
研究的目的:
- 调查教师焦虑适应行为的流行和性质.
- 确定教师使用的特定适应策略.
- 探索这些行为和年级之间的关系.
主要方法:
- 横截面调查设计. 横截面调查设计.
- 在挪威对1200名教师 (243名受访者) 进行了调查.
- 分析因素以确定适应策略.
主要成果:
- 100%的教师报告至少有一种适应焦虑的行为,71%的教师经常使用它们.
- 确定了两个主要策略:"修改"和"参与".
- 住宿策略因所教的年级不同而有所不同.
结论:
- 教师广泛使用适应焦虑的行为,反映了父母的模式.
- 目前的做法与基于证据的焦虑管理 (例如,CBT) 有所不同.
- 迫切需要采取干预措施,减少教师焦虑适应和改善学生焦虑管理.
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