The Meadows Center for Preventing Educational Risk, The University of Texas at Austin, USA.
National Taiwan Normal University, Taiwan.
J Sch Psychol. 2022 Jun;92:265-284. doi: 10.1016/j.jsp.2022.03.011. Epub 2022 Apr 29.
Research has shown that academic anxiety can affect academic performance and emotional well-being. Despite previous research emphasizing the importance of understanding academic anxiety and indicating a strong association between academic performance and academic anxiety, no systematic reviews or meta-analyses have examined the effects of academic interventions on academic and anxiety outcomes. This article reports on a meta-analysis of studies examining academic interventions conducted with elementary students (kindergarten to Grade 6), in which both academic achievement and academic anxiety outcomes were reported. The systematic search yielded 13 studies comprising 1545 participants and revealed statistically significant differences favoring academic treatments over the control for academic achievement outcomes (g = 0.63, k = 11) but no statistically significant benefits for academic anxiety outcomes (g = -0.06, k = 11). The authors caution against drawing strong conclusions due to the heterogeneity in effects and the small number of studies in the extant literature.
研究表明，学业焦虑会影响学业成绩和情绪健康。尽管先前的研究强调了理解学业焦虑的重要性，并表明学业成绩和学业焦虑之间存在很强的关联，但没有系统的综述或荟萃分析研究过学业干预对学业和焦虑结果的影响。本文报告了一项对针对小学生（幼儿园至 6 年级）进行的学业干预研究的荟萃分析，其中报告了学业成就和学业焦虑结果。系统搜索共产生了 13 项研究，包含 1545 名参与者，结果显示，与对照组相比，学业治疗对学业成就结果具有统计学上显著的优势（g=0.63，k=11），但对学业焦虑结果没有统计学上的益处（g=-0.06，k=11）。由于效应的异质性和现有文献中研究数量较少，作者告诫不要得出过于强烈的结论。
