Zhao Lili, Wang Haiyan, Wang Kangning, Shen Chengxuan, Tao Mingda
Normal College, Qingdao University, Qingdao, China.
Front Psychol. 2024 Aug 7;15:1429238. doi: 10.3389/fpsyg.2024.1429238. eCollection 2024.
To explore the relationship between post-traumatic stress disorder (PTSD) and students' academic control and academic emotion in the aftermath of a flood disaster. The findings will offer educators and relevant departments valuable insights to understand and facilitate the restoration of learning capabilities among students affected by the disaster.
This study employed a combined approach of questionnaire surveys and longitudinal tracking. Students from Guangling Primary and Secondary School (Shouguang City, Weifang, Shandong Province) participated in surveys administered in September 2018, December 2018, and September 2019. The instruments utilized included the Post-Disaster Trauma Assessment Questionnaire, the Adolescent Academic Control Scale, and the mathematical version of the Achievement Emotions Questionnaire. Data analysis involved two-factor correlation and mediation effect testing.
Significant differences were observed in overall PTSD scores and its three dimensions between the 1-week and 1-year post-disaster assessments. Both the average PTSD score and the detection rate were higher 1 year after the disaster compared to the first week. Students' academic control demonstrated a strong positive correlation with positive academic emotions and a significant negative correlation with anxiety-related academic emotions. Cross-lagged regression analysis indicated a predictive relationship: academic control measured 3 months post-disaster significantly predicted academic emotions at the 9-month assessment, and conversely, academic emotions at the 3-month point were predictive of academic control at 9 months. In addition, academic control appears to play a complete mediating role in the relationship between PTSD and academic emotions.
Students exhibited a range of PTSD symptoms following the disaster, with a higher prevalence noted in the first year compared to the initial week. PTSD negatively affects academic standing in these students, and is predictive of both their sense of academic control and their emotional responses to learning. Crucially, academic control and academic emotions exhibit a strong correlation and can mutually affect one another. Interventions aimed at reducing PTSD symptoms, cultivating positive academic emotions, and strengthening students' sense of academic control must therefore consider the relationship between these factors. This holistic approach will enhance psychological well-being and improve academic performance.
探讨洪灾过后创伤后应激障碍（PTSD）与学生学业控制及学业情绪之间的关系。研究结果将为教育工作者和相关部门提供宝贵的见解，以了解并促进受灾学生学习能力的恢复。
本研究采用问卷调查与纵向跟踪相结合的方法。来自山东省潍坊市寿光市广陵中小学的学生参与了2018年9月、2018年12月和2019年9月进行的调查。使用的工具包括灾后创伤评估问卷、青少年学业控制量表和成就情绪问卷数学版。数据分析包括双因素相关性和中介效应测试。
在灾后1周和1年的评估中，PTSD总分及其三个维度存在显著差异。与第一周相比，灾后1年的PTSD平均得分和检出率均更高。学生的学业控制与积极学业情绪呈强正相关，与焦虑相关学业情绪呈显著负相关。交叉滞后回归分析表明存在预测关系：灾后3个月测得的学业控制显著预测9个月评估时的学业情绪，反之，3个月时的学业情绪可预测9个月时的学业控制。此外，学业控制似乎在PTSD与学业情绪之间的关系中起完全中介作用。
灾难过后，学生表现出一系列PTSD症状，第一年的患病率高于最初一周。PTSD对这些学生的学业成绩有负面影响，并可预测他们的学业控制感及其对学习的情绪反应。至关重要的是，学业控制和学业情绪呈现出强相关性且可相互影响。因此，旨在减轻PTSD症状、培养积极学业情绪并增强学生学业控制感的干预措施必须考虑这些因素之间的关系。这种整体方法将增强心理健康并提高学业成绩。
