一年制教师培训计划在提供基于学校的正念对教师心理健康的有效性:全国集群随机试验
Hanne Landgrebe Axelsen1, Anna Glavind Müller1, Lone Overby Fjorback2
1Aarhus University, Denmark.
Social science & medicine (1982)
|November 23, 2025
概括
一个基于正念的教师培训计划显著减少了教师在干预后一年感知到的压力. 虽然弹性没有受到显著影响,但该计划对改善教师心理健康有很大希望.
科学领域:
- 心理学 心理学 心理学
- 教育教育教育教育教育教育.
- 公共卫生 公共卫生
背景情况:
- 教师的心理健康对教育成果至关重要.
- 基于正念的干预措施显示出降低压力的潜力.
- 儿童和青少年无压力日常生活研究 (SELFCARE) 项目调查了一项教师培训计划.
研究的目的:
- 评估基于正念的教师培训计划对教师自我报告的心理健康的有效性.
- 在干预后12个月评估感知压力和弹性方面的变化.
主要方法:
- 一个集群随机试验,涉及丹麦110所学校.
- 干预组接受了为期一年的三部分正念培训计划.
- 通过经过验证的自我报告措施评估的心理健康结果,包括感知压力量表和简要弹性量表.
主要成果:
- 在干预组 (科恩的d = -0.38) 中观察到统计学意义上的感知压力的小幅降低.
- 没有发现对性的显著影响 (科恩d = 0.12).
- 从122名教师 (57名干预,65名控制) 收集了后续数据.
结论:
- 基于正念的教师培训可以有效地促进教师的心理健康,特别是通过减少感知到的压力.
- 这些发现表明,对教师的福祉有长期的好处.
- 进一步的研究可能会探索对性和其他心理健康指标的更广泛影响.
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