{"title":"通过教育和想象来改善压力心态。","authors":"Sarah E Williams, Annie T Ginty","doi":"10.1080/10615806.2023.2279663","DOIUrl":null,"url":null,"abstract":"<p><strong>Background: </strong>Research suggests interventions such as education and imagery can elicit a greater stress-is-enhancing mindset. The present study examined the individual and combined effect of stress-is-enhancing education and/or imagery delivered virtually in altering stress mindset. Three 3-minute online video interventions: (1) education, (2) imagery, (3) education with imagery were compared to each other and a control comparison.</p><p><strong>Design and methods: </strong>Participants (<i>N</i> = 164; 103 = female; <i>M<sub>age</sub></i> = 20.03, <i>SD = </i>1.39 years) completed the Stress Mindset Measure (SMM) before being randomly assigned to a group to watch a three-minute video and completing the SMM again.</p><p><strong>Results: </strong>The 2-time × 4-group ANOVA showed a significant time effect, <i>F</i>(1, 158) = 50.45, <i>p</i> < .001, <i>η</i><sub>p</sub><sup>2</sup> = .242, no group effect, <i>F</i>(3, 158) = 0.89, <i>p</i> = .449, <i>η</i><sub>p</sub><sup>2</sup> = .017, and a significant time × group interaction, <i>F</i>(3, 158) = 4.48, <i>p</i> = .005, <i>η</i><sub>p</sub><sup>2 </sup>= .078. All three experimental groups reported greater stress-is-enhancing mindset post-intervention compared to pre-intervention. At post-intervention the education with imagery group had a significantly more stress-is-enhancing mindset compared to the control group.</p><p><strong>Conclusions: </strong>Results suggest that online stress mindset videos may be effective with a combined stress education and imagery intervention being most effective.</p>","PeriodicalId":51415,"journal":{"name":"Anxiety Stress and Coping","volume":" ","pages":"419-427"},"PeriodicalIF":2.3000,"publicationDate":"2024-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":"0","resultStr":"{\"title\":\"Improving stress mindset through education and imagery.\",\"authors\":\"Sarah E Williams, Annie T Ginty\",\"doi\":\"10.1080/10615806.2023.2279663\",\"DOIUrl\":null,\"url\":null,\"abstract\":\"<p><strong>Background: </strong>Research suggests interventions such as education and imagery can elicit a greater stress-is-enhancing mindset. The present study examined the individual and combined effect of stress-is-enhancing education and/or imagery delivered virtually in altering stress mindset. Three 3-minute online video interventions: (1) education, (2) imagery, (3) education with imagery were compared to each other and a control comparison.</p><p><strong>Design and methods: </strong>Participants (<i>N</i> = 164; 103 = female; <i>M<sub>age</sub></i> = 20.03, <i>SD = </i>1.39 years) completed the Stress Mindset Measure (SMM) before being randomly assigned to a group to watch a three-minute video and completing the SMM again.</p><p><strong>Results: </strong>The 2-time × 4-group ANOVA showed a significant time effect, <i>F</i>(1, 158) = 50.45, <i>p</i> < .001, <i>η</i><sub>p</sub><sup>2</sup> = .242, no group effect, <i>F</i>(3, 158) = 0.89, <i>p</i> = .449, <i>η</i><sub>p</sub><sup>2</sup> = .017, and a significant time × group interaction, <i>F</i>(3, 158) = 4.48, <i>p</i> = .005, <i>η</i><sub>p</sub><sup>2 </sup>= .078. All three experimental groups reported greater stress-is-enhancing mindset post-intervention compared to pre-intervention. At post-intervention the education with imagery group had a significantly more stress-is-enhancing mindset compared to the control group.</p><p><strong>Conclusions: </strong>Results suggest that online stress mindset videos may be effective with a combined stress education and imagery intervention being most effective.</p>\",\"PeriodicalId\":51415,\"journal\":{\"name\":\"Anxiety Stress and Coping\",\"volume\":\" \",\"pages\":\"419-427\"},\"PeriodicalIF\":2.3000,\"publicationDate\":\"2024-07-01\",\"publicationTypes\":\"Journal Article\",\"fieldsOfStudy\":null,\"isOpenAccess\":false,\"openAccessPdf\":\"\",\"citationCount\":\"0\",\"resultStr\":null,\"platform\":\"Semanticscholar\",\"paperid\":null,\"PeriodicalName\":\"Anxiety Stress and Coping\",\"FirstCategoryId\":\"102\",\"ListUrlMain\":\"https://doi.org/10.1080/10615806.2023.2279663\",\"RegionNum\":3,\"RegionCategory\":\"心理学\",\"ArticlePicture\":[],\"TitleCN\":null,\"AbstractTextCN\":null,\"PMCID\":null,\"EPubDate\":\"2023/11/12 0:00:00\",\"PubModel\":\"Epub\",\"JCR\":\"Q2\",\"JCRName\":\"PSYCHIATRY\",\"Score\":null,\"Total\":0}","platform":"Semanticscholar","paperid":null,"PeriodicalName":"Anxiety Stress and Coping","FirstCategoryId":"102","ListUrlMain":"https://doi.org/10.1080/10615806.2023.2279663","RegionNum":3,"RegionCategory":"心理学","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":null,"EPubDate":"2023/11/12 0:00:00","PubModel":"Epub","JCR":"Q2","JCRName":"PSYCHIATRY","Score":null,"Total":0}
引用次数: 0
摘要
背景:研究表明，教育和想象等干预措施可以引发更大的压力增强心态。本研究考察了提高压力的教育和/或在改变压力心态方面提供的虚拟图像的个人和综合效果。三个3分钟的在线视频干预:(1)教育，(2)图像，(3)图像教育相互比较和对照比较。设计与方法:参与者(N = 164;103 =女性;(年龄= 20.03,SD = 1.39岁)在被随机分配到一组观看三分钟视频并再次完成SMM之前，完成了压力心态测量(SMM)。结果:2时间× 4组方差分析显示时间效应显著，F(1,158) = 50.45, p η = p2。242，无组效应，F(3,158) = 0.89, p =。449， ηp2 =。017，且显著时间×组交互作用，F(3,158) = 4.48, p =。005， ηp2 = 0.078。与干预前相比，所有三个实验组在干预后都报告了更大的压力增强心态。在干预后，与对照组相比，意象教育组有明显更多的压力增强心态。结论:研究结果表明，在线压力心态视频可能有效，压力教育和图像干预相结合是最有效的。
Improving stress mindset through education and imagery.
Background: Research suggests interventions such as education and imagery can elicit a greater stress-is-enhancing mindset. The present study examined the individual and combined effect of stress-is-enhancing education and/or imagery delivered virtually in altering stress mindset. Three 3-minute online video interventions: (1) education, (2) imagery, (3) education with imagery were compared to each other and a control comparison.
Design and methods: Participants (N = 164; 103 = female; Mage = 20.03, SD = 1.39 years) completed the Stress Mindset Measure (SMM) before being randomly assigned to a group to watch a three-minute video and completing the SMM again.
Results: The 2-time × 4-group ANOVA showed a significant time effect, F(1, 158) = 50.45, p < .001, ηp2 = .242, no group effect, F(3, 158) = 0.89, p = .449, ηp2 = .017, and a significant time × group interaction, F(3, 158) = 4.48, p = .005, ηp2 = .078. All three experimental groups reported greater stress-is-enhancing mindset post-intervention compared to pre-intervention. At post-intervention the education with imagery group had a significantly more stress-is-enhancing mindset compared to the control group.
Conclusions: Results suggest that online stress mindset videos may be effective with a combined stress education and imagery intervention being most effective.
期刊介绍：
This journal provides a forum for scientific, theoretically important, and clinically significant research reports and conceptual contributions. It deals with experimental and field studies on anxiety dimensions and stress and coping processes, but also with related topics such as the antecedents and consequences of stress and emotion. We also encourage submissions contributing to the understanding of the relationship between psychological and physiological processes, specific for stress and anxiety. Manuscripts should report novel findings that are of interest to an international readership. While the journal is open to a diversity of articles.
求助内容：
应助结果提醒方式：
京公网安备 11010802042870号
