心理学报2025，Vol.57Issue(1)：18-35,18.DOI:10.3724/SP.J.1041.2025.0018
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
The impact of different types of academic stress on subcomponents of executive function in high school students of different grades
摘要
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.关键词
执行功能/学业压力/高中生/结构方程模型Key words
executive function/academic stress/high school students/structural equation modeling分类
心理学引用本文复制引用
马超,汪彦云,付军军,赵鑫..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[J].心理学报,2025,57(1):18-35,18.基金项目
国家自然科学基金项目(32260207),教育部人文社会科学研究项目(21XJA190005)资助. （32260207）
