不同类型学业压力对不同年级高中生执行功能子成分的影响

doi:10.3724/SP.J.1041.2025.0018

摘要/Abstract

摘要： 选取985名高一~高三年级的学生, 采用相关分析和结构方程模型等方法考察了学业压力4个子维度在不同年级高中生各执行功能成分中的作用。结果发现, 随着高中生年级的升高, 父母压力和教师压力对各执行功能成分的负向预测作用逐渐增强, 社交压力对各执行功能成分的负向预测作用逐渐减弱。相比之下, 自我压力对高中生的干扰抑制、反应抑制和注意转换能力均显示出了正向预测作用, 并随年级的升高而增强。这表明, 不同类型学业压力对各执行功能成分的预测作用存在差异, 并将随高中生年级的升高而发生变化。本研究所产生的结论对于教育工作者有效制定高中生学业压力应对策略具有重要的启示意义。

关键词: 执行功能, 学业压力, 高中生, 结构方程模型

Abstract: Academic stress, as the most universally experienced potential risk factor during adolescence, has a significant impact on the development of executive function in high school students. However, existing research exploring the relationship between academic stress and executive function either fails to account for the multidimensional nature of academic stress or overlooks the separability of executive function, leading to numerous discrepancies in research conclusions. To resolve the controversies present in existing research, a systematic investigation of the role of different types of academic stress (parental stress, teacher stress, social stress, and self-imposed stress) on various components of executive function was performed, and whether this impact pattern changes as students advance through high school grades was assessed.
A total of 985 students from grades 10 to 12 completed academic stress questionnaires and computerized executive function tasks. Interference inhibition and response inhibition were measured using the Stroop and Go/No-go tasks, respectively. The capacity of working memory was assessed using digit span forward and backward tasks, while the working memory-updating ability was evaluated using simple digit-updating tasks (update 1750) and complex digit-updating tasks (update 750). The students' attention-switching ability was examined using digit-switching tasks. Finally, the effects of different types of academic stress on the subcomponents of executive function in high school students of different grades were explored using correlational analysis and structural equation modeling methods.
The results found that, compared to teacher and social stress, parental stress is the most significant negative predictor of various components of executive function in high school students. Additionally, as students progress through high school, the negative predictive effects of parental and teacher stress on the components of executive function gradually increase, while the negative predictive effect of social stress gradually decreases. In contrast, self-imposed stress showed a positive predictive effect on high school students' interference inhibition, response inhibition, and attention-switching capabilities, which intensified with advancing grades.
These results indicate that different types of academic stress play varying roles in the subcomponents of executive function among high school students, and that this impact pattern changes as students advance through high school grades. Specifically, external stress, particularly parental and teacher stress, has a more significant negative impact on the executive functions of high school students, and this effect intensifies at higher grades. Conversely, self-imposed stress exhibits positive benefits on executive function, which also increase with advancing grades. Overall, the conclusions of this study provide theoretical and practical bases to help future educators to devise more effective strategies for helping high school students cope with academic stress.

Key words: executive function, academic stress, high school students, structural equation modeling

中图分类号:

B844

马超, 汪彦云, 付军军, 赵鑫. (2025). 不同类型学业压力对不同年级高中生执行功能子成分的影响. 心理学报, 57(1), 18-35.

MA Chao, WANG Yanyun, FU Junjun, ZHAO Xin. (2025). The impact of different types of academic stress on subcomponents of executive function in high school students of different grades. Acta Psychologica Sinica, 57(1), 18-35.

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