Effects of social support in an academic context on low-grade inflammation in high school students.
Effects of social support in an academic context on low-grade inflammation in high school students.
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DOI：
10.1007/s10865-021-00241-x
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发表时间：
2021-12
影响因子：
3.1
通讯作者：
Destin M
中科院分区：
文献类型：
--
作者：
Chen E;Debrosse R;Ham PJ;Hoffer LC;Leigh AKK;Destin M
在学校环境中，增强学习动机是一项高度优先的任务，但一些证据表明，这可能会损害学生的身体健康。为了解决这一问题，本研究在80名高中九年级学生的样本中比较了单独操纵学习动机(AM)和加强社会支持(SS+AM)的学习动机对炎症标志物的影响。结果包括轻度炎症：C-反应蛋白(CRP)和白介素6(IL-6)；动机测量；以及在基线和后续(分别为学年开始和学年结束)时计算的平均成绩(GPA)。与处于AM状态的学生相比，处于SS+AM状态的学生在随访时的炎症水平较低(基线水平不同)。两组在动机和随访时的GPA上是相同的。这项初步研究表明，将社会支持纳入学习动机计划有可能使年轻人的炎症性标志物受益，同时使他们保持积极的学业成绩。
Bolstering academic motivation is a high priority in school settings, but some evidence suggests this could take a toll on students’ physical health. To address this, this study compared the effects of an experimental manipulation of academic motivation alone (AM) to academic motivation enhanced with social support (SS+AM) on markers of inflammation in a sample of 80 high school 9th graders. Outcomes included low-grade inflammation: C-reactive protein (CRP) and interleukin-6 (IL-6); a motivation measure; and grade point average (GPA), taken at baseline and follow-up (beginning and end of school year, respectively). Students in the SS+AM condition had lower levels of inflammation at follow-up (covarying baseline levels) compared to those in the AM condition. The two groups were equivalent on motivation and GPA at follow-up. This preliminary study suggests that incorporating social support into academic motivation programs has the potential to benefit inflammatory markers in young people while allowing them to maintain positive academic outcomes.
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