对课程干预措施的系统回顾，以提高大学生的幸福感

IF 9.6 1区教育学 Q1 EDUCATION & EDUCATIONAL RESEARCH

Educational Research Review Pub Date : 2022-11-01 DOI:10.1016/j.edurev.2022.100464

Rebecca Upsher , Anna Nobili , Gareth Hughes , Nicola Byrom

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引用次数: 14

摘要

随着对学生心理健康的担忧日益增加，大学正在寻求预防性和普遍的干预措施。其目的是对针对大学学生心理健康和福祉的课程嵌入干预措施进行系统审查。方法对课程嵌入干预措施改善学生心理健康和福祉的纵向研究进行系统回顾。检索了2015年6月至2020年5月的7个电子数据库。计票方法被用于综合研究。结果纳入46项研究。研究是异质的，由于报告质量差和不一致，大多数研究的能力不足，在偏倚风险评估中被评为“差”。总体而言，大多数课程嵌入的干预措施对压力或焦虑没有影响。没有强有力的证据支持课程嵌入式干预对改善学生心理健康或福祉的影响。更多的资助机会将允许多项目和机构间合作，以提高研究的能力。报告质量的提高将使高质量的元分析成为可能，从而优化得出的结论。

本文章由计算机程序翻译，如有差异，请以英文原文为准。

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A systematic review of interventions embedded in curriculum to improve university student wellbeing

Background

As concerns around student mental health increase, universities are looking at preventative and universal interventions. The aim was to conduct a systematic review of curriculum-embedded interventions that target student mental health and wellbeing at university.

Method

This was a systematic review of longitudinal pre-/post-studies of curriculum-embedded interventions to improve the mental health and wellbeing of students. Seven electronic databases were searched from June 2015 to May 2020. The vote counting method was used to synthesise studies.

Results

Forty-six studies were included in the review. Studies were heterogeneous, and mostly underpowered and rated ‘poor’ in the risk of bias assessment due to poor and inconsistent reporting. Overall, most curriculum-embedded interventions did not influence stress or anxiety.

Discussion

There is no strong evidence to support the impact of curriculum-embedded interventions for improving student mental health or wellbeing. Greater funding opportunities would allow for multi-programme and inter-institutional collaboration to improve the power of studies. Improved quality of reporting would enable high-quality meta-analyses, optimizing conclusions being drawn.

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来源期刊

Educational Research Review EDUCATION & EDUCATIONAL RESEARCH-

CiteScore

19.40

自引率

0.90%

发文量

审稿时长

57 days

期刊介绍： Educational Research Review is an international journal catering to researchers and diverse agencies keen on reviewing studies and theoretical papers in education at any level. The journal welcomes high-quality articles that address educational research problems through a review approach, encompassing thematic or methodological reviews and meta-analyses. With an inclusive scope, the journal does not limit itself to any specific age range and invites articles across various settings where learning and education take place, such as schools, corporate training, and both formal and informal educational environments.