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动物辅助干预改善了大学生的心理健康，但未改善其认知或生理健康状况：一项系统评价与荟萃分析。

Animal-Assisted Interventions Improve Mental, But Not Cognitive or Physiological Health Outcomes of Higher Education Students: a Systematic Review and Meta-analysis.

作者信息

Huber Annalena, Klug Stefanie J, Abraham Annette, Westenberg Erica, Schmidt Veronika, Winkler Andrea S

机构信息

Department of Sport and Health Sciences, Technical University of Munich, Munich, Germany.

Department of Neurology, Center for Global Health, Klinikum Rechts der Isar, Technical University of Munich, Munich, Germany.

出版信息

Int J Ment Health Addict. 2022 Nov 15:1-32. doi: 10.1007/s11469-022-00945-4.

DOI:10.1007/s11469-022-00945-4
PMID:36406903
原文链接:https://pmc.ncbi.nlm.nih.gov/articles/PMC9666958/
Abstract

UNLABELLED

Due to the high burden of mental health issues among students at higher education institutions world-wide, animal-assisted interventions (AAIs) are being used to relieve student stress. The objective of this study was to systematically review of the effects of AAIs on the mental, physiological, and cognitive outcomes of higher education students. Randomized controlled trials using any unfamiliar animal as the sole intervention tool were included in this review. Study quality was assessed using the Cochrane Risk-of-Bias tool. Where possible, effect sizes (Hedges' ) were pooled for individual outcomes using random-effects meta-analyses. Albatross plots were used to supplement the data synthesis. Of 2.494 identified studies, 35 were included. Almost all studies used dogs as the intervention animal. The quality of most included studies was rated as moderate. Studies showed an overall reduction of acute anxiety and stress. For other mental outcomes, studies showed smaller, but nonetheless beneficial effects. Studies showed no clear effect on physiological or cognitive outcomes. Strong methodological heterogeneity between studies limited the ability to draw clear conclusions.

SUPPLEMENTARY INFORMATION

The online version contains supplementary material available at 10.1007/s11469-022-00945-4.

摘要

未标注

由于全球高等教育机构学生心理健康问题负担沉重，动物辅助干预（AAIs）正被用于缓解学生压力。本研究的目的是系统评价动物辅助干预对高等教育学生心理、生理和认知结果的影响。本综述纳入了使用任何不熟悉的动物作为唯一干预工具的随机对照试验。使用Cochrane偏倚风险工具评估研究质量。在可能的情况下，使用随机效应荟萃分析汇总个体结果的效应量（Hedges' ）。信天翁图用于补充数据综合分析。在2494项已确定的研究中，纳入了35项。几乎所有研究都使用狗作为干预动物。大多数纳入研究的质量被评为中等。研究表明急性焦虑和压力总体上有所减轻。对于其他心理结果，研究显示出较小但仍然有益的影响。研究表明对生理或认知结果没有明显影响。研究之间强烈的方法学异质性限制了得出明确结论的能力。

补充信息

在线版本包含可在10.1007/s11469-022-00945-4获取的补充材料。

https://cdn.ncbi.nlm.nih.gov/pmc/blobs/aee0/9666958/0a3faae0e766/11469_2022_945_Fig7_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/aee0/9666958/0a46af8f2e1b/11469_2022_945_Fig1_HTML.jpg
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https://cdn.ncbi.nlm.nih.gov/pmc/blobs/aee0/9666958/232e432669e9/11469_2022_945_Fig6_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/aee0/9666958/0a3faae0e766/11469_2022_945_Fig7_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/aee0/9666958/0a46af8f2e1b/11469_2022_945_Fig1_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/aee0/9666958/53168b1ca25e/11469_2022_945_Fig2_HTML.jpg
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https://cdn.ncbi.nlm.nih.gov/pmc/blobs/aee0/9666958/6b23486efb44/11469_2022_945_Fig4_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/aee0/9666958/aeb8828a67b9/11469_2022_945_Fig5_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/aee0/9666958/232e432669e9/11469_2022_945_Fig6_HTML.jpg
https://cdn.ncbi.nlm.nih.gov/pmc/blobs/aee0/9666958/0a3faae0e766/11469_2022_945_Fig7_HTML.jpg

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