基于合理情绪疗法的高职学生学业焦虑干预策略研究

A Study on Intervention Strategies for Academic Anxiety among Higher Vocational College Students Based on Rational Emotive Behavior Therapy

摘要: 随着专升本升学竞争日趋激烈，高职毕业班学生学业焦虑问题高发频发，传统经验式心理疏导存在重治标、轻治本的局限性，难以从根源化解学生认知偏差引发的心理内耗。为探索科学化、精准化的高职学生学业焦虑干预路径，本研究以合理情绪疗法(REBT)的ABC理论为核心支撑，采用小样本准实验研究设计，选取36名存在中度学业焦虑的专升本备考学生，分为实验组与对照组开展为期8周的对照干预研究。实验组实施“共情接纳–认知辩驳–多维赋能–家校协同–身心调适–长效追踪”六步闭环认知干预方案，对照组采用学校常规心理辅导；研究通过学业焦虑量表(SAS)前后测量化对比、深度访谈质性分析、认知辩驳对话实录剖析等方式，系统检验干预策略的实践成效。研究结果表明：基于合理情绪疗法的靶向认知干预能够有效矫正学生绝对化、灾难化、完美主义等非理性信念，显著缓解高职学生学业焦虑水平，改善学生负面情绪状态与不良学习行为，干预成效显著优于常规浅层心理疏导。本研究可为新时代高职院校专升本学生学业焦虑精准干预、推进心理育人工作专业化发展提供实践参考与可复制的干预范式。

Abstract: With the increasingly fierce competition in college-to-university upgrade examinations, academic anxiety has become a prevalent psychological problem among graduating vocational college students. Traditional empirical psychological counseling is limited to alleviating superficial emotional symptoms while ignoring fundamental cognitive problems, making it difficult to eliminate psychological internal friction caused by students’ cognitive biases. To explore a scientific and targeted intervention approach for vocational college students’ academic anxiety, this study adopts the ABC theory of Rational Emotive Behavior Therapy (REBT) and employs a quasi-experimental design. A total of 36 vocational college students with moderate academic anxiety during the examination preparation period were selected and divided into an experimental group and a control group for an 8-week comparative intervention. The experimental group received a six-step closed-loop cognitive intervention scheme consisting of empathy and acceptance, cognitive disputation, multi-dimensional empowerment, home-school collaboration, physical and mental adjustment, and long-term tracking, while the control group received conventional school psychological counseling. Combining quantitative comparisons of pre-test and post-test scores of the Self-Rating Anxiety Scale (SAS), qualitative analysis of in-depth interviews, and authentic records of cognitive disputation dialogues, this study systematically examined the practical effectiveness of the intervention strategy. The results show that targeted cognitive intervention based on REBT can effectively correct students’ irrational beliefs including absolutist thinking, catastrophic thinking, and perfectionism, significantly reduce vocational college students’ academic anxiety, and improve their negative emotional states and maladaptive learning behaviors. The intervention effect is remarkably superior to conventional superficial psychological counseling. This study provides practical references and a replicable intervention paradigm for the precise intervention of academic anxiety among vocational college students participating in college-to-university upgrade examinations and for promoting the professional development of psychological education in higher vocational colleges in the new era.