通过教育和意象改善压力思维模式。

Improving stress mindset through education and imagery.

机构信息

School of Sport, Exercise, and Rehabilitation Sciences, University of Birmingham, Birmingham, UK.

Baylor Psychology and Neuroscience Department, Baylor University, Waco, TX, USA.

出版信息

Anxiety Stress Coping. 2024 Jul;37(4):419-427. doi: 10.1080/10615806.2023.2279663. Epub 2023 Nov 12.

DOI:10.1080/10615806.2023.2279663

PMID:37953608

Abstract

BACKGROUND

Research suggests interventions such as education and imagery can elicit a greater stress-is-enhancing mindset. The present study examined the individual and combined effect of stress-is-enhancing education and/or imagery delivered virtually in altering stress mindset. Three 3-minute online video interventions: (1) education, (2) imagery, (3) education with imagery were compared to each other and a control comparison.

DESIGN AND METHODS

Participants ( = 164; 103 = female; = 20.03, 1.39 years) completed the Stress Mindset Measure (SMM) before being randomly assigned to a group to watch a three-minute video and completing the SMM again.

RESULTS

The 2-time × 4-group ANOVA showed a significant time effect, (1, 158) = 50.45, < .001, = .242, no group effect, (3, 158) = 0.89, = .449, = .017, and a significant time × group interaction, (3, 158) = 4.48, = .005, = .078. All three experimental groups reported greater stress-is-enhancing mindset post-intervention compared to pre-intervention. At post-intervention the education with imagery group had a significantly more stress-is-enhancing mindset compared to the control group.

CONCLUSIONS

Results suggest that online stress mindset videos may be effective with a combined stress education and imagery intervention being most effective.

摘要

背景

研究表明，教育和意象等干预措施可以引发更强的压力增强心态。本研究检验了虚拟提供的增强压力的教育和/或意象的个体和联合效应对改变压力心态的影响。三种 3 分钟的在线视频干预措施：（1）教育，（2）意象，（3）教育与意象相互比较，并与对照组进行比较。

设计和方法

参与者（ = 164；103 = 女性； = 20.03，1.39 岁）在随机分配到观看三分钟视频的小组之前完成了压力心态量表（SMM），并再次完成了 SMM。

结果

2 次 × 4 组方差分析显示，时间效应显著，（1，158） = 50.45， < .001， = .242，无组效应，（3，158） = 0.89， = .449， = .017，时间 × 组交互作用显著，（3，158） = 4.48， = .005， = .078。所有三个实验组在干预后报告的压力增强心态均高于干预前。在干预后，教育与意象组的压力增强心态明显高于对照组。