| 摘要 | 随着教育评估结果在个体求学和职业生涯中重要性的增加，与评估结果相关考试焦虑的发生率也在上升。高水平的考试焦虑与低考试表现相关，如何降低高考试焦虑的水平，需要对考试焦虑的干预方法与干预效果进行系统分析和实证研究。本研究旨在通过量化的系统文献研究，探究过去研究中考试焦虑干预的主要方法及其效果;并对自然教育这一新方法，在学校情境中干预考试焦虑的效果进行实证研究。
研究1。目的:对国内外关于青少年考试焦虑的干预研究进行元分析，系统评估青少年考试焦虑干预的有效性以及不同干预方式的效果差异。方法:检索EBSCOhost和中国知网数据库，收集从建库至2021年7月发表的关于青少年考试焦虑干预的随机对照试验，使用Revman 5.4进行元分析，考试焦虑程度通过标准化考试焦虑量表进行评估，采用Hedge's g计算干预效应量，g=0.2 , 0.5和0.8分别为小、中、大的效应量。结果:共纳入40篇随机对照试验(randomized controlled trial)文献，合计研究对象5786例。对青少年考试焦虑的干预效果达到大效应量(g = 0.85, 95070 CI: 0.68~1.03, P < 0.001)，其中心身干预的效应量最大(g=1.32, 95% CI: 0.65~1.99, P < 0.001)，行为干预(g=0.88, 95070 CI: 0.52~1.24,P<0.001)，认知行为干预(g一0.81, 95% CI: 0.41~1.22, P < 0.001)和混合干预方式(g = 0.65, 95 % CI: 0.40 ~0.90, P < 0.001)也达到了中或大的效应量。
研究2。目的:探索自然教育对青少年考试焦虑的干预效果及可行性。方法:以初三学生为被试，采用实验组、对照组前后测的实验设计进行自然教育干预。干预效果的评估工具为考试焦虑量表和课程效果访谈问卷。对量化数据采用重复测量方差分析，并加入时间和组别的交互作用检验，使用Hedges' g表示效应量; 对课程效果采用主题分析法进行质性研究。结果:经过6次干预后，干预组的考试焦虑水平有统计学意义下降(g=0.25, P < 0.05 )，对照组则无显著变化(g=0.05, P > 0.05 )。高考试焦虑组考试焦虑水平有显著下降，效应量为g=1.05 (t=5.74, P < 0.001)，低考试焦虑组考试焦虑水平无统计学意义上的改变g=0.05(t=0.28,P>0.05)。质性研究发现自然教育能缓解学生压力，提升积极情绪，改善同伴关系，有继续开展的必要性。
本研究形成结论如下:
(1）青少年考试焦虑的各种干预方式效果均较好，近年来出现的心身干预效果更为突出;
(2)自然教育对改善青少年考试焦虑有效，可以缓解高考试焦虑，并维持低考试焦虑。
(3)自然教育有益于积极情绪的提升和同伴关系的改善，具有较好的可行性和有效性。本研究提示，心身干预是青少年考试焦虑干预有潜力的发展方向;作为心身
干预的自然教育可有效缓解高考试焦虑，并提升心理健康水平，为中小学开展心理健康教育提供了新途径。 |
| 其他摘要 | With the increasing importance of educational assessment results in individual schooling and career, the incidence of test anxiety related to assessment results is also increasing. High levels of test anxiety are associated with lower test performance. How to reduce the level of high test anxiety needs more understanding and empirical research on test anxiety intervention. The purpose of this study was to understand the effects of test anxiety interventions in past studies through a quantitative and systematic literature review, and tested the ecological validity of natural education intervention on test anxiety based on school.
Study 1 .Objective: To conduct a meta-analysis of intervention studies on anxiety among adolescents domestic and overseas, and systematically evaluate effectiveness of intervention on test anxiety among adolescents and the effect differences of different intervention methods. Method: The literature was retrieved through EBSCOhost and CNKI database, and the randomized controlled trials (RCTs) on test anxiety intervention for adolescents published before July 2021 were collected. Meta-analysis was conducted by Revman 5.4. Test anxiety was evaluated by standardized test anxiety scale, and He电e's g was used to calculate the effect size of intervention, g=0.2, 0.5 and 0.8 were small, medium and large effect size, respectively. Result: 40 RCTS were obtained, with a total of 5786 subjects. The intervention effect on adolescents' test anxiety is large (Hedge's g=0.85, 95% CI:0.68-1.03, P<0.001)，mind-body intervention had the largest effect size (g=1.32, 95% CI :0.65-1.99, P<0.001), behavior intervention (g=0.88, 95070 CI: 0.52-1.24, P<0.001)，cognitive behavioral intervention (g=0.81，95% CI: 0.41-1.22, P<0.001) and mixed intervention （g=0.65, 95070 CI: 0.40-0.90, P<0.001) also achieved medium or large effect size.
Study 2. Objective: To explore the intervention effect and feasibility of nature education on adolescent test anxiety. Methods: Junior high school students were selected as the subjects, and the experimental group and the control group were used for nature education intervention. The assessment tools of the intervention effect were the test anxiety Scale and the course effect interview questionnaire. Repeated measures analysis of variance was used for quantitative data, and the interaction test of time and group was added, and the effect size was expressed as Hedges' g. Thematic analysis method was used to conduct qualitative research on the course effect. Result: After six nature education interventions, the level of test anxiety in the intervention group decreased significantly (g=0.25, P<0.05), while the control group without natural education intervention had no statistically significant change (g=0.05, P>0.05). The test anxiety level of the high test anxiety group decreased significantly, and the effect size was g=1.05(t=5.74, P<0.001).And there was no significant change in test anxiety level in the low test anxiety group, g=0.05(t=0.28, P>0.05).Qualitative studies have found that nature education can relieve students' stress, promote positive emotions and improve peer relationships, so it is necessary to continue.
Conclusions of this study are as follows:
(1) The effects of various intervention methods on adolescent test anxiety are good, and the effect of psychosomatic intervention in recent years is more prominent;
(2) Nature education is effective in improving adolescent test anxiety, which can relieve high test anxiety and maintain low test anxiety;
(3) Nature education is beneficial to the promotion of positive emotions and the improvement of peer relations, which has good feasibility and effectiveness.
This study suggests that psychosomatic intervention is a potential development direction for adolescent test anxiety intervention. Nature education as a psychosomatic intervention can effectively alleviate high test anxiety and improve mental health level, which provides a new way for mental health education in primary and secondary school. |
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