测试焦虑,学习策略和开放标签安慰剂效应对学术测试表现的关联:随机对照试验的二次分析
Elisa Frisaldi1, Julian Kleine-Borgmann1, Helena Hartmann1
1Department of Neurology, Center for Translational Neuro- and Behavioral Sciences, University Medicine Essen, University Duisburg-Essen, Essen, Germany.
Frontiers in psychology
|October 27, 2025
概括
开放标签安慰剂 (OLP) 摄入改善了高测试焦虑和有益的学习策略 (LS) 的学生的测试表现. 这些心理因素影响了学术环境中的OLP有效性.
科学领域:
- 心理学 心理学 心理学
- 医学教育 医学教育
- 认知科学 认知科学
背景情况:
- 教育压力和认知表现是学生面临的关键挑战.
- 以前的研究表明,开放式安慰剂 (OLP) 改善了医学学生的福祉和测试表现.
- 心理因素对OLP疗效的影响需要进一步研究.
研究的目的:
- 探索测试焦虑和学习策略 (LS) 如何影响OLP对学生认知表现的影响.
- 为了对以前一项随机对照试验中的医学学生子组进行二次分析.
主要方法:
- 对一小组 (N=104) 的医学学生进行了探索性分析.
- 研究了测试焦虑,LS和3周的OLP摄入量对测试表现的影响.
主要成果:
- 摄入OLP与改善的测试性能有关.
- 这种改善在那些考试焦虑程度较高的学生中尤为明显.
- 采用有益的学习策略的学生在OLP上也表现出更好的表现.
结论:
- 心理因素,如焦虑和认知策略调节OLP对学业成绩的影响.
- 利用这些心理过程可以优化学生的福祉和学术成功.
- 研究结果表明,OLP在临床环境中的应用有可能改善治疗结果.
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