正念认知行为训练对学习困难青少年心理韧性、社交焦虑及学习倦怠的影响OA
Effects of mindfulness—based cognitive behavioral training on psychological resilience,social anxiety,and academic burnout in adolescents with learning difficulties
目的:探讨正念认知行为训练对学习困难青少年心理韧性、社交焦虑及学习倦怠的影响.方法:选取2024年1月—2025年1月丽水市某医院收治的112例学习困难青少年为研究对象.采用随机数字表法将其分为对照组(n=56)及观察组(n=56).对照组给予常规干预,观察组给予正念认知行为训练.记录并比较两组干预前及干预后3个月心理健康、心理韧性、社交焦虑及学习倦怠情况.结果:干预后,观察组抑郁、躯体化、强迫症、焦虑、精神病性、人际敏感、恐惧、敌对、偏执、其他及症状自评量表(SCL-90)总分均低于对照组(t=-6.912,-8.096,-6.686,-6.013,-7.357,-8.542,-10.330,-7.390,-5.550,-5.036,-22.793;P＜0.05),差异有统计学意义.干预后,观察组乐观、自强、坚韧及心理韧性量表(CD-RISC)总分均高于对照组(t=5.852,3.939,4.229,7.896;P＜0.05),差异有统计学意义.干预后,观察组社交回避及苦恼量表(SADS)及社会交往焦虑量表(SIAS)评分均低于对照组(t=-5.980,-4.937;P＜0.05),差异有统计学意义.干预后,观察组耗竭感、学业疏离、低成就感及学业倦怠总分水平均低于对照组(t=-7.635,-7.170,-8.697,-13.867;P＜0.05),差异有统计学意义.结论:正念认知行为训练可提高学习困难青少年心理韧性,有效调节心理健康,降低社交焦虑,改善学习倦怠状况.
Objective:Exploring the effects of mindfulness-based cognitive behavioral training on psychological re-silience,social anxiety,and academic burnout in adolescents with learning difficulties.Methods:A simple random sampling method was used to select 112 adolescents with learning difficulties admitted to Lishui Second People's Hospital from January 2024 to January 2025 as the study subjects.Using a random number table method,the sub-jects were divided into a control group(n=56)and an observation group(n=56).The control group received conven-tional intervention,while the observation group received mindfulness-based cognitive behavioral training.The men-tal health,psychological resilience,social anxiety,and academic burnout of both groups were recorded and compared before intervention and three months after intervention.Results:Following the intervention,the observation group scored lower than the control group on the total scores of the Symptom Checklist-90(SCL-90)for depression,so-matization,obsessive-compulsive disorder,anxiety,psychoticism,interpersonal sensitivity,fear,hostility,paranoia,other symptoms,and self-rated symptoms(t=-6.912,-8.096,-6.686,-6.013,-7.357,-8.542,-10.330,-7.390,-5.550,-5.036,-22.793;P＜0.05).After the intervention,the total scores of the Optimism,Self-Efficacy,Resilience,and Psychological Resilience Scale(CD-RISC)were significantly higher in the observation group than in the control group(t=5.852,3.939,4.229,7.896,P＜0.05).After intervention,the scores on the Social Avoidance and Distress Scale(SADS)and the Social Interaction Anxiety Scale(SIAS)were lower in the observation group than in the control group(t=-5.980,-4.937;P＜0.05).After the intervention,the observation group had lower levels of exhaustion,aca-demic disengagement,low sense of achievement,and academic burnout than the control group(t=-7.635,-7.170,-8.697,-13.867;P＜0.05).Conclusion:Mindfulness-based cognitive behavioral training can enhance the psychologi-cal resilience of adolescents with learning difficulties,effectively regulate mental health,reduce social anxiety,and im-prove academic burnout.
叶巧玲;钟蓉;吴惠玲;徐飒飒
浙江省丽水市第二人民医院精神科 323000浙江省丽水市第二人民医院精神科 323000浙江省丽水市第二人民医院精神科 323000浙江省丽水市第二人民医院精神科 323000
医药卫生
正念认知行为训练学习困难心理韧性社交焦虑学习倦怠
Mindfulness-based cognitive behavioral trainingLearning difficultiesPsychological resilienceSocial anxietyAcademic burnout
《中国健康心理学杂志》 2026 (5)
678-683,6
浙江省丽水市科技计划项目(编号:2023SJZC105)
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