学业困难是大学生无法完成学业的主要原因,严重影响其心理健康。二十一世纪以来,国内研究者和实践者逐步尝试将团体干预运用于大学生学业困难群体中。通过回顾国内外大学生学业困难的团体干预研究发现,学业困难团体在理论层面已产出了较为成熟的问题解决模型,在临床方案上以认知-行为流派为主,主要针对学习动机、自我效能、学习情绪及方法技能等特异性因子进行干预,被干预群体的学业表现、动机与效能感及心理健康水平等显著提升。然而,疗效研究的总体质量和数量仍有待提高。在教育、医疗等干预体系构建中应纳入团体视角,将学业提升与心理-社会干预相结合,并弥补当前群体界定不清、临床方案与理论衔接不紧密等局限。
Underachievement in college is the main reason why college students struggle to complete their studies, significantly impacting their mental health. Researchers and practitioners have started to apply group counseling to this group since the 21st century. Through a review of domestic and international research on group interventions among college underachievers, it has been found that a mature problem-solving model has been developed at the theoretical level for such groups. The clinical interventions primarily adopt a cognitive-behavioral approach and intervene through specific factors such as learning motivation, self-efficacy, academic emotions, and study skills. The intervention has shown significant improvements in academic performance, motivation, self-efficacy, and psychological well-being among the intervened groups. However, the overall quality and quantity of efficacy studies still need improvement. In constructing intervention systems in education and healthcare, a group perspective should be incorporated, combining academic improvement with psychological-social interventions. Furthermore, it is necessary to address the limitations of unclear group definitions and the lack of close integration between clinical interventions and theoretical frameworks.
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