新型コロナウイルス感染症流行中にある高等専門学校において実施したストレスマネジメント教育と学生の精神的健康の変化との関連

Abstract

新興感染症の流行は児童生徒や学生の精神的健康に大きな影響を及ぼす．支援においては，ストレス反応やコーピング等を説明するストレスマネジメント教育の実施が想定されるが，実践に関する研究や報告は数少ない．特に，ストレス反応についての理解とコーピングへの動機づけが精神的健康の改善につながる際の過程は明らかでない．筆者らは，ある高等専門学校において，新型コロナウイルス感染症の流行により自宅学習を行なった学生の支援として，オンラインでのストレスマネジメント教育を提供した．そして，ストレス反応についての理解とコーピングへの動機づけが学生の精神的健康の変化とどのように関連するのかを構造方程式モデリングを用いて解析した．その結果，ストレス反応についての理解とコーピングへの動機づけは，それぞれが独立して精神的健康に作用するモデルより，ストレス反応についての理解がコーピングへの動機づけを媒介して精神的健康の変化に関連するモデルの方が適合度が良好であった．この結果から，新興感染症流行中におけるストレスマネジメント教育では，ストレス反応についての理解とコーピングへの動機づけとを独立して教授するよりも，ストレス反応が生じるからこそコーピングを行なってほしいという関連づけた説明が適切であると示唆された．

Translated Abstract

Pandemic of emerging infectious diseases can affect students’ mental health. In stress management education as part of students’ support, understanding stress responses and motivating coping mechanisms are considered effective. However, only a few studies exist on stress management education during emerging infectious diseases, particularly on improvement mechanisms for students’ mental health. In this study, we provided stress management education online during the COVID-19 pandemic to students enrolled in the National Institute of Technology and analyzed their responses to the questionnaire through structural equation modeling. The results revealed that in Model 1 (understanding stress responses will affect students’ mental health through mediate motivation for coping behavior) showed a better goodness of fit than Model 2 (understanding stress responses and motivation for coping behavior will affect students mental health independently). The results suggest the importance of educating by associating stress responses and coping behavior, and not independently educating stress responses and coping behavior.

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