Arslan Gökmen, Yıldırım Murat, Zangeneh Masood, Ak İsmail
Mehmet Akif Ersoy University, Burdur, Turkey.
The University of Melbourne, Melbourne, Australia.
Child Indic Res. 2022;15(3):781-793. doi: 10.1007/s12187-021-09891-4. Epub 2022 Jan 6.
The importance of complete mental health in school context has recently begun to attract a lot of attention. Positive psychology interventions are often associated with improvement in mental health outcomes, but few studies have examined whether story reading is an intervention that is linked with indicators of complete mental health. This study investigated the effects of story reading interventions on both positive and negative indicators of mental health over time for a group of Turkish grade 10 high school students ( = 53). These included 33 students in a story reading group and 20 in a control group for comparison. The results showed that story reading led to improvement in students' mindfulness, optimism, happiness, and positive emotions, and also caused reduction in depression, anxiety, pessimism, and other negative emotions over a 5-week period, with a small to large effect sizes. The obtained results are discussed in the context of their implications for potential psychological interventions in high school settings.
在学校环境中，全面心理健康的重要性最近开始引起广泛关注。积极心理学干预通常与心理健康状况的改善相关，但很少有研究探讨故事阅读是否是一种与全面心理健康指标相关的干预措施。本研究调查了故事阅读干预对一组土耳其十年级高中生（n = 53）心理健康的积极和消极指标随时间的影响。其中包括33名故事阅读组学生和20名对照组学生用于比较。结果表明，在为期5周的时间里，故事阅读使学生的正念、乐观、幸福感和积极情绪得到改善，同时也减少了抑郁、焦虑、悲观和其他负面情绪，效应大小为小到中等。所得结果将在其对高中环境中潜在心理干预的影响背景下进行讨论。
