在学生中学术焦虑和情绪调节经历过学校更换的学生
1Amity Institute of Behavioural and Allied Sciences, Amity University Gurugram, Haryana, India.
Annals of neurosciences
|February 27, 2026
概括
青少年在改变学校后经历了类似的学术焦虑和情绪调节 (ER) 挑战. 早期干预对于在这个脆弱时期支持他们的福祉和学术调整至关重要.
科学领域:
- 青少年心理学 青少年心理学
- 教育心理学教育心理学
- 发展心理学 发展心理学
背景情况:
- 青春期是一个关键的发育阶段,具有显著的身体,认知和社会情感变化.
- 青少年时期的学校过渡可能会增加由于日常生活中断,学术不熟悉和社会挑战而导致的脆弱性.
- 新课程,教学风格和社交媒体等压力因素可以增加学术焦虑并阻碍情绪调节 (ER).
研究的目的:
- 评估最近转学的青少年的学术焦虑和ER水平.
- 探索学术焦虑和ER的潜在性别差异.
- 研究ER组件 (认知重新评估,表达抑制) 和学术焦虑之间的关系.
主要方法:
- 一项涉及120名在印度德里的青少年 (14-16岁) 的量化,横截面研究,他们已经改变了学校.
- 标准化的自我报告措施被用于评估学术焦虑和ER (认知重新评估,表达性抑制).
- 数据分析包括性别差异的独立样本t测试和变量关系的皮尔森相关性.
主要成果:
- 在整体ER,认知再评估,表达式抑制和学术焦虑方面发现了低但统计上显著的性别差异.
- 在情绪调节 (ER) 和表达抑制 (ES) 之间观察到强烈的正相关性.
- 在ER组件和跨性别学术焦虑之间注意到了显著的相关性.
结论:
- 两性青少年在ER和学术焦虑中遇到类似的挑战.
- 研究结果强调,需要及时,有针对性的干预措施,以促进过渡期青少年的情感福祉和学术调整.
- 支持情绪调节策略对于减轻学校转学期间的学术焦虑至关重要.
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