时间管理、学习方法与心理健康：大学生如何应对学习压力

Time Management, Learning Approaches, and Mental Health: How College Students Cope with Academic Stress

摘要: 在当代高等教育竞争日趋激烈的背景下，大学生普遍面临较高的学习压力，这一压力已对其学业表现和心理健康构成显著挑战。本研究以Lazarus的应激交互作用理论为框架，采用横断面调查设计，以50名大学生为样本，考察学习压力的主要来源、时间管理能力、学习策略偏好及心理健康状况，并探讨三者之间的内在关联。描述性统计与可靠性分析表明，考试压力是最主要的压力源，学生的时间管理能力处于中等偏下水平，且多采用表层学习策略；学习压力对身心健康的影响较为明显，而学生最希望获得时间管理与心理调适方面的帮助。克隆巴赫Alpha系数(0.565)提示问卷内部一致性有待改善。本研究在总结已有发现的基础上，提出了针对高校、教师和学生的分层干预建议，并反思了研究局限，为后续实证研究提供了方向。

Abstract: Against the backdrop of increasingly fierce competition in contemporary higher education, college students generally face high academic pressure, which has posed significant challenges to their academic performance and mental health. This study takes Lazarus’ stress interaction theory as the framework, adopts a cross-sectional survey design, and uses 50 college students as samples to investigate the main sources of learning stress, time management ability, learning strategy preferences, and mental health status, and explores the intrinsic correlations among the three. Descriptive statistics and reliability analysis indicate that examination pressure is the main source of stress. Students’ time management ability is at a medium to low level, and they mostly adopt surface learning strategies. The impact of study pressure on physical and mental health is quite obvious, and students most hope to receive help in time management and psychological adjustment. The Cronbach Alpha coefficient (0.565) suggests that the internal consistency of the questionnaire needs to be improved. Based on the summary of existing findings, this study puts forward stratified intervention suggestions for universities, teachers and students, and reflects on the limitations of the research, providing a direction for subsequent empirical research.