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广泛性焦虑和社交焦虑与青少年人群中感知到的学业困难的关联。

Associations of generalized anxiety and social anxiety with perceived difficulties in school in the adolescent general population.

机构信息

Department of Psychology, Tampere University, Tampere, Finland.

HUS Helsinki University Hospital, Helsinki, Finland.

出版信息

J Adolesc. 2024 Feb;96(2):291-304. doi: 10.1002/jad.12275. Epub 2023 Nov 20.

Abstract

INTRODUCTION

Generalized anxiety disorder (GAD), marked by excessive worry, and social anxiety disorder (SAD) are among the clinically most important anxiety disorders in the adolescent population. This study aimed to explore the associations between perceived difficulties in school and heightened levels of self-reported noncomorbid and comorbid GAD and SAD symptoms.

METHODS

Survey data of 37,905 Finnish upper secondary school students with a mean age of 17.33 years (SD = 0.63) were obtained from the School Health Promotion study, implemented in April and May 2015 in Finland. Exploratory factor analysis was used to determine indicators of academic and social difficulties in school. Logistic regression analysis was conducted to examine multivariate associations between anxiety symptoms and difficulties in the school. The anxiety symptom thresholds were based on the seven-item Generalized Anxiety Disorder Scale (≥10 points) for GAD-related symptoms and the Mini-SPIN (≥6 points) for SAD-related symptoms.

RESULTS

Self-reported generalized anxiety and social anxiety were both significantly associated with various perceived difficulties in school among this adolescent general population sample. Noncomorbid and comorbid GAD and SAD symptoms were both associated with an increased risk of academic and social difficulties, even when controlling for school performance. Comorbid symptoms were associated with significantly higher rates of social difficulties than noncomorbid symptoms of GAD or SAD. Furthermore, GAD symptoms were associated with a high risk for academic difficulties, irrespective of comorbidity.

CONCLUSIONS

Excessive worry, a defining feature of GAD, is central to school-related impairments among adolescents. The present study highlights the importance of school-based interventions for anxious adolescents. Interventions to improve adolescents'; school functioning should account for the interference of pathological worry related to GAD.

摘要

引言

广泛性焦虑障碍(GAD)和社交焦虑障碍(SAD)是青少年人群中临床上最重要的焦虑障碍之一。本研究旨在探讨感知到的学业困难与自我报告的非共患和共患 GAD 和 SAD 症状之间的关系。

方法

从芬兰 2015 年 4 月至 5 月实施的学校健康促进研究中获得了 37905 名芬兰高中学生的调查数据,这些学生的平均年龄为 17.33 岁(标准差=0.63)。采用探索性因素分析确定学校学业和社交困难的指标。采用逻辑回归分析探讨焦虑症状与学校困难之间的多变量关系。焦虑症状的阈值是基于七项广泛性焦虑障碍量表(≥10 分)用于 GAD 相关症状和微型社交焦虑障碍量表(≥6 分)用于 SAD 相关症状。

结果

在这个青少年总体样本中,自我报告的广泛性焦虑和社交焦虑与各种感知到的学业困难显著相关。非共患和共患 GAD 和 SAD 症状都与学业和社交困难的风险增加相关,即使在校成绩得到控制也是如此。共患症状与社交困难的发生率显著高于非共患 GAD 或 SAD 症状。此外,GAD 症状与学业困难的高风险相关,而与共病无关。

结论

过度担忧是 GAD 的一个特征,是青少年与学校相关障碍的核心。本研究强调了针对焦虑青少年的基于学校的干预措施的重要性。改善青少年的学校功能的干预措施应该考虑到与 GAD 相关的病理性担忧的干扰。

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