Han Jing, Zhao Ziyi, Ren Zhihong
Key Laboratory of Adolescent Cyberpsychology and Behavior (Ministry of Education), Key Laboratory of Human Development and Mental Health of Hubei Province, National Intelligent Society Governance Experiment Base (Education), School of Psychology, Central China Normal University, Wuhan, China.
School of Education Science at Nanyang Normal University, Nanyang, China.
Psych J. 2025 Jun;14(3):344-356. doi: 10.1002/pchj.825. Epub 2025 Jan 8.
The postgraduate entrance examination frenzy is a widespread and intense phenomenon in China. As the number of students who failed the examination surged, the ensuing mental health problems became prominent. This study aimed to evaluate the effectiveness of an online ACT-based group resilience course, which incorporated the six core components of ACT and integrated elements of Chinese culture, in alleviating psychological distress among students who failed the examination. It also explored the mechanism by which the intervention affected changes in psychological distress. A total of 61 participants were randomly assigned to the intervention group (n = 31) and the control group (n = 30). They attended an 8-day group course, with 2-h sessions each day. The study outcomes were psychological distress, resilience, psychological flexibility (PF), and psychological inflexibility (PI). These outcomes were measured at baseline, post-intervention, and 1-month follow-up. Linear mixed models (LMMs) showed significant group × time interactions for all outcome variables, except for stress, which showed a marginally significant interaction. Post hoc analyses revealed significant improvements in depression, resilience, and PF at both post-intervention and at the 1-month follow-up. Additionally, significant reductions in anxiety and a marginally significant reduction in stress were observed at the 1-month follow-up. However, no significant reduction was found in PI. The multiple mediation model showed that the intervention improved psychological distress by increasing resilience and PF. These findings suggest that online resilience group intervention is generally effective in enhancing resilience and alleviating psychological distress and is acceptable to students who have failed the postgraduate entrance examination, as evidenced by high participant engagement and satisfaction.
考研热潮在中国是一种普遍且激烈的现象。随着考研失利学生数量的激增，随之而来的心理健康问题变得突出。本研究旨在评估一门基于接纳与承诺疗法（ACT）的在线团体心理韧性课程的效果，该课程纳入了ACT的六个核心要素并融入了中国文化元素，以缓解考研失利学生的心理困扰。研究还探讨了该干预影响心理困扰变化的机制。共有61名参与者被随机分配到干预组（n = 31）和对照组（n = 30）。他们参加了为期8天的团体课程，每天课程时长为2小时。研究结果包括心理困扰、心理韧性、心理灵活性（PF）和心理僵化（PI）。这些结果在基线、干预后和1个月随访时进行测量。线性混合模型（LMMs）显示，除压力呈现边缘显著的交互作用外，所有结果变量均存在显著的组×时间交互作用。事后分析显示，干预后及1个月随访时，抑郁、心理韧性和PF均有显著改善。此外，在1个月随访时观察到焦虑显著降低，压力有边缘显著降低。然而，PI未发现显著降低。多重中介模型表明，该干预通过提高心理韧性和PF来改善心理困扰。这些研究结果表明，在线心理韧性团体干预在增强心理韧性和缓解心理困扰方面总体有效，并且对于考研失利学生是可接受的，高参与度和满意度证明了这一点。
