学业干预对中学生学业焦虑和学业焦虑结果影响的meta分析

IF 4.1 1区心理学 Q1 PSYCHOLOGY, SOCIAL

Journal of School Psychology Pub Date : 2025-03-28 DOI:10.1016/j.jsp.2025.101433

Sarah Fishstrom , Philip Capin , Bethany H. Bhat , Katlynn Dahl-Leonard , Blair Payne , Hsuan-Hui Wang , Jordan Dille , Sharon Vaughn

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引用次数: 0

摘要

本荟萃分析的目的是探讨学业干预对中学生学业成就和学业焦虑结果的影响。一项系统搜索产生了19项研究，包括1990年至2020年期间进行的2377名参与者。结果显示，学术治疗组在学业成绩上优于对照组，差异有统计学意义（g = 0.66, SE = 0.17），但在学业焦虑方面无统计学意义（g = - 0.13, SE = 0.11）。调节分析显示，干预的领域焦点（即数学、识字或科学）并不能解释学生在成就或焦虑方面的差异。本研究的结果证实了先前对小学生的研究，即学业干预改善了学业成绩，但并没有实质性地减少学业焦虑。这些发现表明，学业焦虑可能需要直接解决。然而，由于这一领域的研究有限，作者警告不要得出强有力的结论。

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A meta-analysis of the effects of academic interventions on academic and academic anxiety outcomes in secondary students

The purpose of this meta-analysis was to examine the effects of academic interventions on academic achievement and academic anxiety outcomes among secondary students. A systematic search yielded 19 studies comprising 2377 participants from research conducted between 1990 and 2020. Results revealed statistically significant differences favoring academic treatments over the control on academic outcomes (g = 0.66, SE = 0.17) but no statistically significant benefits for academic anxiety outcomes (g = −0.13, SE = 0.11). Moderator analysis revealed that the domain focus of the intervention (i.e., math, literacy, or science) did not explain the variance in student outcomes in either achievement or anxiety. The findings from this study corroborate previous research with elementary students, which found that academic interventions improve academic outcomes but do not substantially reduce academic anxiety. These findings suggested that academic anxiety may need to be addressed directly. However, the authors caution against drawing strong conclusions due to the limited research in this area.

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来源期刊

Journal of School Psychology PSYCHOLOGY, EDUCATIONAL-

CiteScore

6.70

自引率

8.00%

发文量

期刊介绍： The Journal of School Psychology publishes original empirical articles and critical reviews of the literature on research and practices relevant to psychological and behavioral processes in school settings. JSP presents research on intervention mechanisms and approaches; schooling effects on the development of social, cognitive, mental-health, and achievement-related outcomes; assessment; and consultation. Submissions from a variety of disciplines are encouraged. All manuscripts are read by the Editor and one or more editorial consultants with the intent of providing appropriate and constructive written reviews.