正念减压训练对大学生考试焦虑及应对效能的随机对照试验

A Randomized Controlled Trial of Mindfulness-Based Stress Reduction Training on College Students’ Test Anxiety and Coping Efficacy

摘要: 目的：探讨正念减压训练对降低大学生考试焦虑水平、提升其应对效能的效果。方法：采用随机对照试验设计。招募某高校96名考试焦虑大学生，随机分为实验组(n = 48)和对照组(n = 48)。实验组接受每周1次、每次2小时，共8周的正念减压团体训练，对照组处于等待状态。在干预前、干预后，使用考试焦虑量表(TAS)和应对效能量表(CSE)进行评估。研究系统收集了实验组的课程出席率与家庭练习依从性数据，并进行了干预保真度评估。结果：干预后，实验组TAS得分显著低于对照组，CSE得分显著高于对照组(P < 0.01)。实验组干预前后TAS与CSE得分差异具有统计学意义(P < 0.001)，对照组前后测得分无显著变化(P > 0.05)。进一步分析显示，学员的家庭练习时长与课程出席率同考试焦虑的降低幅度(r = −0.42, P < 0.01)及应对效能的提升幅度(r = 0.38, P < 0.05)均呈显著正相关。干预保真度评估显示，导师对标准化课程内容的执行度达92%。结论：正念减压训练能有效缓解大学生的考试焦虑情绪，并增强其应对考试的信心与效能感，是一种有效的心理干预手段。干预效果与练习依从性密切相关，保证干预的标准化实施是关键。

Abstract: Objective: To explore the effect of mindfulness-based stress reduction training on reducing the anxiety level and enhancing the coping efficacy of college students during exams. Method: A randomized controlled trial design was adopted. 96 college students with anxiety during exams were recruited and randomly divided into the experimental group (n = 48) and the control group (n = 48). The experimental group received weekly 2-hour mindfulness-based stress reduction group training for 8 weeks, while the control group remained in a waiting state. Before and after the intervention, the Test Anxiety Scale (TAS) and Coping Style Evaluation Scale (CSE) were used for assessment. The study systematically collected the attendance rate of the courses and the compliance with family practice data of the experimental group, and conducted an intervention fidelity assessment. Results: After the intervention, the TAS score of the experimental group was significantly lower than that of the control group, and the CSE score was significantly higher than that of the control group (P < 0.01). The differences in TAS and CSE scores between the experimental group before and after the intervention were statistically significant (P < 0.001), while there was no significant change in the scores of the control group before and after the test (P > 0.05). Further analysis showed that the duration of family practice and the attendance rate of the courses of the trainees were significantly positively correlated with the reduction in anxiety (r = −0.42, P < 0.01) and the improvement in coping efficacy (r = 0.38, P < 0.05) of the experimental group. The intervention fidelity assessment showed that the instructors’ execution rate of the standardized course content reached 92%. Conclusion: Mindfulness-based stress reduction training can effectively alleviate the anxiety of college students during exams and enhance their confidence and efficacy in coping with exams, which is an effective psychological intervention method. The intervention effect is closely related to the compliance with practice, and ensuring the standardized implementation of the intervention is crucial.