Jianping Gao, Zhihui Zhu, Roslan Samsilah, Zaremohzzabieh Zeinab, Burhanuddin Nur Aimi Nasuha, Geok Soh Kim
Faculty of Educational Studies, Universiti Putra Malaysia, Serdang, Malaysia.
Institute for Social Science Studies, Universiti Putra Malaysia, Serdang, Malaysia.
Front Psychol. 2023 Jan 12;13:994453. doi: 10.3389/fpsyg.2022.994453. eCollection 2022.
Increasing the hardiness of students is a crucial objective in higher education. Universities and colleges have created a variety of interventions to improve students' overall hardiness.
In terms of the effects of such interventions, empirical research has shown inconclusive results. This meta-analysis applies 12 effect sizes from 12 independent empirical studies, with a total of 640 participants, to assess the overall impact of interventions on students' hardiness and to test for moderators, in light of the contradictory findings in prior work. The current meta-analysis calculates the standardized mean differences (SMD) of pre-post interventions. The level of study heterogeneity, represented by , was interpreted as small ( ≤ 25%), moderate (25% < ≤ 50%), substantial (50% < ≤ 75%), or considerable ( > 75%). Twelve studies met the inclusion criteria and were included in the meta-analysis.
The results show that the interventions had a significant positive overall effect on students' hardiness ( = 0.998, = 12) and show significant heterogeneity among effect sizes. Among the interventions, cognitive-based intervention yielded the largest mean effect size ( = 2.015, = 5). Furthermore, moderator analyses suggest that the effects of the interventions on students' hardiness are moderated by respondent type, culture, intervention type, research design, years, and duration of intervention.
We conclude that interventions that promote students' hardiness are officious. Despite the low homogeneity of the results and limitations of this meta-analysis (e.g., a small number of included studies) which might have influenced the findings, the large fail-safe N suggests that these findings are robust. The study examined potential causes of heterogeneity and emphasized the importance of further research in this area.
增强学生的心理韧性是高等教育的一个关键目标。大学和学院已经开展了各种干预措施来提高学生的整体心理韧性。
就此类干预措施的效果而言，实证研究结果尚无定论。鉴于先前研究结果相互矛盾，本荟萃分析应用了来自12项独立实证研究的12个效应量，共计640名参与者，以评估干预措施对学生心理韧性的总体影响，并检验调节因素。当前的荟萃分析计算了干预前后的标准化平均差异（SMD）。以I²表示的研究异质性水平被解释为低（I²≤25%）、中度（25%＜I²≤50%）、高度（50%＜I²≤75%）或极高（I²＞75%）。12项研究符合纳入标准并被纳入荟萃分析。
结果表明，这些干预措施对学生的心理韧性具有显著的总体积极影响（z = 0.998，p = 12），且效应量之间存在显著异质性。在这些干预措施中，基于认知的干预产生了最大的平均效应量（z = 2.015，p = 5）。此外，调节因素分析表明，干预措施对学生心理韧性的影响受到受访者类型、文化、干预类型、研究设计、年份和干预持续时间的调节。
我们得出结论，促进学生心理韧性的干预措施是有益的。尽管结果的同质性较低以及本荟萃分析存在局限性（例如纳入研究数量较少）可能影响了研究结果，但较大的失效安全数表明这些结果是可靠的。该研究考察了异质性的潜在原因，并强调了该领域进一步研究的重要性。
