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1.
石贞艳 《齐齐哈尔师范高等专科学校学报》2011,(2):22-23
以9名自愿报名参加正念训练的大学生作为训练组,并在专业、性别相同和年龄相近的大学生中随机选取9名作为对照组。对训练组进行了4周的正念训练干预。干预前后以及训练结束后1个月采用状态-特质焦虑量表对两组施测。统计结果显示,正念训练对改善大学生特质焦虑水平有积极效果,并且维持效果较佳。 相似文献
2.
ObjectiveThe primary purpose of this paper was to narratively review the research testing the effects of mindfulness meditation on stress and anxiety in the college students; reviewing the inclusion of mindfulness was a secondary purpose.MethodsA literature search resulted in 57 studies on the effectiveness of mindfulness meditation in reducing stress and anxiety in college students.ConclusionsResearchers examined anxiety in 40 studies, self-reported stress in 34, physiological stress in 11, and mindfulness in 24. Thirty-three of 40 and 25 of 34 studies showed significant decreases in anxiety and stress respectively; 22 of 24 showed an increase in mindfulness. Physiological stress had inconsistent results indicating a need for further research. Overall, mindfulness meditation shows promise in reducing stress and anxiety in college students. Additionally, there are a number of differences in mindfulness interventions including frequency, duration, instructional method, and inclusion of yoga, that need quantitative examination (meta-analysis) to determine which is most effective. 相似文献
3.
Jason Parcover Mary Jo Coiro Esther Finglass Emily Barr 《Journal of College Student Psychotherapy》2018,32(4):312-329
Increases in the number of college students seeking mental health services require counseling centers to explore innovative strategies to provide effective and efficient treatments. Group interventions offer an alternative to traditional individual counseling, allowing centers to serve more students with fewer clinical staff (Burlingame et al., 2016). Of current group modalities, mindfulness-based interventions (MBIs) have been growing in popularity as an effective approach for addressing college students’ increasingly complex needs. This study describes the evaluation of a three-session mindfulness-based intervention on students’ mindfulness, symptoms, and stress. Compared to a comparison group of 109 students not seeking counseling center services, 78 students who received the intervention reported increased mindfulness, and decreased symptoms of depression, anxiety, and stress at the end of the group. Furthermore, improvements in mindfulness mediated intervention effects on symptoms of depression and anxiety. These gains were generally maintained 3 weeks later. These findings support the benefits of brief group interventions for college students. Suggestions for modifications to the intervention and for future research are discussed. 相似文献
4.
The authors investigated the effectiveness of a mindfulness art activity compared with a free draw/coloring activity on test anxiety in children. The sample consisted of 152 students (50% female; Mage = 10.38 years, SD = 0.88 years) randomly assigned to a mindful (n = 76) or free (n = 76) group. Participants completed a standardized measure of anxiety and state mindfulness before and after the coloring activity, immediately before a spelling test, as well as a measure of dispositional mindfulness. Results revealed an overall significant decrease in test anxiety and an overall significant increase in state mindfulness following the interventions. Furthermore, although a significant negative correlation was found between dispositional mindfulness and change in state mindfulness pre- and post-coloring intervention, a significant positive correlation was found between dispositional mindfulness and pre-intervention state mindfulness, suggesting a possible ceiling effect. Explanations for these findings and implications for school personnel and future research are discussed. 相似文献
5.
徐恩秀 《集美大学学报(教育科学版》2021,(2):14-19,25
考试焦虑是当前教育环境下较普遍的心理问题,不利于学生身心健康和学业成绩进步.研究旨在探讨正念教育对考试焦虑的影响,分前后两期:前期研究,对厦门市271名5至9年级学生的正念水平与考试焦虑水平进行了测量,测量结果显示二者有显著的相关性;后期研究,在厦门市某中学初三年级进行了为期4周的正念教育实验,结果表明,相比控制组,实... 相似文献
6.
《The Journal of educational research》2012,105(7):247-250
AbstractThis study examined the academic performance of low, moderate, and high test anxiety students within two classrooms which differed significantly in the mean level of anxiety aroused by examinations. When differences in classroom anxiety were not considered, a significant negative linear trend was observed between anxiety level and academic performance (p < .001). No differences were found in the academic performance of low test anxiety students within the two classrooms, but a significant interaction (p C .05) was observed between classroom anxiety level and the academic performance of moderate and high test anxiety students. Moderate test anxiety students tended to obtain slightly higher examination scores in the High Anxiety Section than in the Low Anxiety Section, white the opposite was true for high test anxiety students. 相似文献
7.
Foong Pui Yee 《Asia Pacific Journal of Education》1987,8(2):22-31
This is an exploratory study conducted on mathematics anxiety, test anxiety and some interpersonal correlates with mathematics achievement of a sample of 206 Secondary Four female students from a Singapore school. Spielbergers' (1977) Test Anxiety Inventory (TAI) and the Fennema-Sherman Mathematics Attitudes Scales (Fennema-Sherman, 1976) were the instruments us ed. Some significant findings are: high mathematics anxiety is associated with low mathematics achievement and so is high test anxiety with low mathematics achievement. However, for the most capable students, test anxiety seems to act as a facilitator in their mathematics performance. Of the three interpersonal variables explored, students' scores on the perception of their mathematics teachers have the strongest correlation with their mathematics anxiety scores. 相似文献
8.
选取抑郁和焦虑症状比较明显的大学生分成实验组和对照组,分别应用体育锻炼和传统谈话法进行为期10周的对比实验,实验前、后用SDS和SAS对实验组和对照组分别进行测试。结果表明：1.体育锻炼能够较明显的降低大学生的抑郁程度,干预效果显著;同时也能在一定程度上减缓大学生的焦虑程度,但是干预效果不是十分明显;2.谈话法也能够在一定程度上减轻大学生的抑郁和焦虑状态,但对二者都没有明显的干预效果。结论：与谈话法相比,体育锻炼的方式能够更好地改善大学生的不良心理品质。 相似文献
9.
外语阅读焦虑与阅读成绩的关系 总被引：1，自引：0，他引：1
黄纪针 《通化师范学院学报》2009,30(5):52-54,58
为了研究外语阅读焦虑与阅读成绩的关系,利用外语阅读焦虑量表,对随机抽查的150名英语专业的大学生进行测试,并就阅读焦虑与阅读课程成绩和阅读理解成绩进行研究。结果表明：同非英语专业学生一样,英语专业学生普遍存在英语阅读焦虑;英语阅读焦虑与英语阅读学业成绩及阅读理解回顾成绩之间存在显著性负相关,阅读焦虑与阅读理解多项选择成绩之间没有显著性负相关关系。 相似文献
10.
《Journal of College Student Psychotherapy》2013,27(3):212-226
The present study examined differences in college students' preferences for processes of change across four kinds of problems: academic, relationship, depression, and anxiety. Two hundred eighteen undergraduates were randomly assigned to complete either an academic problems, relationship problems, depression, or anxiety Processes of Change Questionnaire along with the Attitudes Toward Seeking Professional Psychological Services Scale. Results revealed significant differences for preferred processes of change as a function of problem type. Generally, processes of change were more preferred for depression, anxiety, and relationship problems than for academic problems. Results may assist clinicians in selecting psychotherapeutic interventions to which college students will be most receptive. 相似文献
11.
大学生就业焦虑心理的调查与分析 总被引：2，自引：0，他引：2
采用“就业焦虑量表”、“消极完美主义问卷”和“自我和谐量表”对贵州省三所高校一至三年级的700名专科生进行随机调查,结果表明,女生就业焦虑程度高于男生,文科生高于理科生,追求消极完美主义的大学生就业焦虑程度高。关注大学生就业心理,可以为其降低就业焦虑程度、促进顺利就业提供良好的心理基础。 相似文献
12.
大学生的焦虑情绪是一个不可忽视的问题,主要采用问卷调查法,采用了心理健康自评量表SCL-90,对某大学的240名大学生进行了随机抽样调查。对调查数据从年级、性别和学科三个方面做了统计分析,统计结果表明:各个年级的学生出现了不同程度的焦虑。针对学生的焦虑问题提出了建设性的措施。 相似文献
13.
Ju Hyun Lee 《Journal of Experimental Education》2013,81(3):218-240
In the present study, information processing of test anxiety is explained within the framework of the ACT* model. The author used the speed-accuracy tradeoff method to investigate the effect of test anxiety on each subsystem of working memory. The sample was made up of 119 college students enrolled in an educational psychology course. Test anxiety affected performance on the verbal-analogies task but not on the rhyming-judgment and visual-spatial tasks. The participants' subvocalization of the rhyming words may have drawn attention to the task itself and preempted the effect of test anxiety on task performance. Also, the activation processes for the visual-spatial tasks may have occurred in a different dimension or separate from the verbal processes of test anxiety. 相似文献
14.
AbstractCollege students with attention-deficit/hyperactivity disorder (ADHD) and/or learning disabilities are frequently allowed to complete examinations in a separate, distraction-reduced setting. Although separate room test accommodations are believed to provide students with equal access to testing and thereby improve performance, little experimental research has examined their effects on actual test scores. We randomly assigned college students to complete a high-stakes Spanish language placement examination in either a group or separate room setting. Then, we categorized students based on their (1) disability status, (2) history of test accommodations, and (3) self-reported history of test anxiety. Results showed a significant setting x disability status interaction. Contrary to expectations, all students performed equally well in the group setting, but students with disabilities earned significantly lower scores than their classmates without disabilities when tested in a separate room. Similar results were found when we restricted our analyses to students with a history of test accommodations. Separate room testing had no effect on the scores of students with test anxiety. Altogether, our findings suggest that separate room testing does not mitigate the effects of ADHD, learning disabilities, and/or test anxiety on performance and, in some cases, may actually lower test scores. 相似文献
15.
The purpose of this study was to assess how attachment dimensions (anxiety and avoidance), self-esteem, and three subscales of test anxiety – cognitive obstruction, social derogation and tenseness are related in two age groups: adolescents and college students. Participants (N?=?327) completed relevant questionnaires. Results showed that college students revealed higher test anxiety than did high school students on the cognitive obstruction and tenseness scales, whereas high school students revealed higher social derogation than college students. Anxious attachment was related to all three sub-scales of test anxiety and avoidant attachment was related to cognitive obstruction among college students and to tenseness among high school students. Most of the correlations between anxious attachment and test anxiety were mediated by self-esteem among high school students. The mediation ability of self-esteem was weaker among college students. 相似文献
16.
The Effect of Social Anxiety and Self‐Esteem on College Adjustment,Academics, and Retention 
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下载免费PDF全文 Alicia H. Nordstrom Lisa M. Swenson Goguen Marnie Hiester 《Journal of College Counseling》2014,17(1):48-63
In a survey of 271 undergraduates conducted during the 2nd and 11th week of their 1st semester of college, the authors found that self‐esteem mediated relations between social anxiety and academic, social, and institutional adjustment. Implications for 1st‐year college students with social anxiety are discussed, with an emphasis on early identification and recommendations for counselors to adapt cognitive behavior therapy interventions for use with college populations. 相似文献
17.
The aim of the study was to examine whether a cognitive-behavioral self-help program was effective in improving depressed mood and anxiety in people with acquired deafness. Participants were 45 persons with acquired deafness, randomly allocated to the Cognitive-Behavioral Self-help (CBS) group or the Waiting List Control (WLC) group. Depression and anxiety scores were assessed at three measurement moments: at pretest, immediately after completion of the intervention (posttest), and again 2 months later (follow-up). To evaluate the effectiveness of the program, repeated measures analyses of covariance were performed. The results showed that depression and anxiety symptoms in the CBS group significantly improved after completion of the program, compared to the WLC group. There was no relapse from posttest to follow-up. It was concluded that a cognitive-behavioral self-help intervention could be an effective tool to reduce symptoms of depression and anxiety in people with acquired deafness. 相似文献
18.
吴巧静 《宁波教育学院学报》2008,10(4):25-29
通过采用卡特尔16PF人格测试量表对高职院校大一新生的人格特征进行调查研究,结果表明,高职院校大一新生在恃强性、兴奋性和敢为性上得高分的人数比例较大,在聪慧性、有恒性、怀疑性、忧虑性和独立性上得低分的人数比例较大;男生在稳定性、恃强性、兴奋性等6个因子,女生在乐群性、恃强性、兴奋性等6个因子的得分显著高于常模;就性别而言,男女生在乐群性、聪慧性、稳定性等13个因子的得分有显著差异。 相似文献
19.
高职生外语学习课堂焦虑实证研究 总被引：1，自引：0，他引：1
外语学习焦虑是外语学习中的主要情感障碍。以常州地区3所高职院校学生为调查对象,对学生在外语学习课堂中的焦虑问题进行研究,结果表明:学优生的焦虑程度显著低于学困生;交际畏惧是高职学生最大的焦虑问题;女生、非英语专业学生的考试焦虑和负评价恐惧高于男生和英语专业学生。由此,创设良好的课堂氛围,改善教学评价体系,关注外语教学的人文性在高职外语教学中应予以重视。 相似文献
20.
Most college students experience stress and an increasing number also experience anxiety. This stress and anxiety has negative impacts on academic performance, as well as psychological well-being. In the K–12 setting, social-emotional learning (SEL) interventions have been consistently associated with improvements in outcomes related to stress and anxiety. However, little to no research has been conducted on effective ways for college instructors to help students in this area utilizing SEL. We developed a semester-long SEL program as an easy-to-implement and scientifically driven program to address this striking void. In statistics courses at two separate institutions (N?=?46), students completed weekly activities that fostered SEL-based skills and mindsets conducive to alleviating anxiety and appraising stressors in a productive manner. In our exploratory analyses, we empirically assessed the efficacy of our program utilizing a number of pre- and post- measures, including stress appraisal and various dimensions of anxiety. Significant improvements were noted in students’ ability to appraise stressors as positive challenges, rather than threats. Noteworthy improvements were also seen in students’ ability to recognize the resources available to help them cope with stressors, as well as decreases in math anxiety. These preliminary findings demonstrate that SEL programs implemented in a college setting have the potential to impact students’ psychological well-being and, in turn, their academics. 相似文献