School of Psychology, Queen's University Belfast, Belfast, BT7 1NN, UK.
BMC Psychol. 2022 Nov 10;10(1):261. doi: 10.1186/s40359-022-00971-w.
The aims explored the associations between stress, personality and coping on student mental health and compared defensive-pessimism and optimism as influences on learning motivation. Most research construes 'stress' as 'distress', with little attempt to measure the stress that enhances motivation and wellbeing. Undergraduate psychology students (N = 162) were surveyed on student and pandemic-related stressors, personality, support, control, mental health and learning motivation. Overall, adverse mental health was high and the lack of motivation acute. While positive ratings of teaching and optimistic thinking were associated with good mental health, context control was key. Adverse ratings of teaching quality lowered learning motivation. Support and conscientiousness bolstered learning motivation and conscientiousness buffered against the adverse impact of stress on motivation. Openness was associated with the stress involved in learning. For those anxious-prone, defensive-pessimism was as effective as optimism was in stimulating learning motivation. Developing context control, support and strategies linked to personality could bolster student resilience during and post Covid-19.
本研究旨在探讨压力、个性和应对方式对学生心理健康的影响，并比较防御性悲观主义和乐观主义对学习动机的影响。大多数研究将“压力”解释为“压力”，很少试图衡量那些能增强动机和幸福感的压力。本研究对 162 名心理学本科生进行了关于学生和大流行相关压力源、个性、支持、控制、心理健康和学习动机的调查。总体而言，不良心理健康状况较为严重，学习动机明显不足。虽然对教学质量和乐观思维的积极评价与良好的心理健康有关，但情境控制是关键。对教学质量的负面评价降低了学习动机。支持和尽责性增强了学习动机，尽责性缓冲了压力对动机的不利影响。开放性与学习过程中的压力有关。对于那些容易焦虑的人来说，防御性悲观主义和乐观主义一样能有效地激发学习动机。在新冠疫情期间和之后，培养情境控制、支持和与个性相关的策略可以增强学生的适应力。
