高中生学业压力与内化问题的调节变量及其启示——一种“系统评价”方法的研究与应用

Academic Stress and Internalizing Problems among Chinese High Schoolers:A Systematic Review of Potential Moderators and Implications

如何降低中国高中生学业压力而导致的内化问题?现有研究在识别其学业压力与内化问题之间的潜在调节变量方面综合性不足,难以在研究上为社会工作服务提供精准的干预靶向。对此,可以采用“系统评价”方法来对既有研究展开全面的科学化评估,并通过位序排列系统的建立来对学业压力与内化问题之间的调节变量进行综合识别和重要性排序。现有研究中共有19个潜在的调节变量被研究者所识别,其位序排列结果显示人际关系、性别、年级、家庭关系、学校环境以及心理韧性等成为影响显著的调节变量,以上6个调节变量发挥的作用效应依次降低。从“生物心理社会模式”的理论视角出发能够进一步阐释调节效应的作用机理,并对后续的社会工作介入带来诸多启示。

How to reduce internalizing problems caused by academic stress for Chinese high school students?Previous research was not comprehensive enough in identifying potential moderator variables between academic stress and internalizing problems, so it is difficult to develop accurate intervention targets for social work practice. Therefore, a systematic review can be used to carry out a comprehensive and science-based evaluation of previous studies, and a ranking system is developed to identify and rank moderators concerning their importance. A total of 19 moderating variables have been identified by researchers. The ranking results show that the effect of six significant moderators including interpersonal relationship, gender, grade, family relationship, school environment and resilience decreases in turn. From the theoretical perspective of the biopsychosocial model, it can further explain the mechanism of moderating effects and bring great enlightenment to future social work interventions and research.