有针对性的正念和自我同情改善远程学习学生的长期压力减轻:一个随机试验
Lotte Bock1, Miriam Hägerbäumer2, Erik Riedel2
1Department of Psychology and Self-Regulation, Leuphana University of Lüneburg, Lüneburg, Germany.
Frontiers in psychology
|January 30, 2026
概括
一个有针对性的正念干预措施改善了学生的长期应激弹性. 这种简化,基于理论的方法增强了远程教育中认知负担较重的学习者的心理健康.
科学领域:
- 教育心理学教育心理学
- 认知科学 认知科学
- 心理健康 心理健康
背景情况:
- 大学学生面临严重的压力,影响学业成绩,特别是在远程学习.
- 角色冲突,社会隔离和心理负担是这些学生的主要压力因素.
- 正念干预旨在改善心理健康,但长期的可持续性是一个问题.
研究的目的:
- 为了比较基于网络的有针对性的正念干预与综合计划的长期心理益处.
- 调查是否关注自我同情和感激会产生更可持续的结果.
- 评估认知学习理论对干预有效性的影响.
主要方法:
- 这是一项随机对照试验,涉及167名大学生.
- 两个28天的数字干预臂:有针对性 (自我同情,感恩) 与全面的正念.
- 测量包括正念,自我同情和感知到的压力在基线,干预后和3个月的随访.
主要成果:
- 两组都在注意力和压力方面表现出短期改善 (p < 0.001).
- 只有针对性干预组在3个月的随访后保持了感知压力的降低 (p < 0.01).
- 针对性干预使用了认知负载理论和间隔重复理论.
结论:
- 简化,基于理论的正念干预措施可以提高压力学习者的心理弹性.
- 基于认知理论的教学设计改善了在苛刻的学术环境中心理健康和压力管理.
- 有针对性的正念方法可能为远程学习的大学生提供更可持续的好处.
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