Stress and Learning in Pupils: Neuroscience Evidence and its Relevance for Teachers.
Stress and Learning in Pupils: Neuroscience Evidence and its Relevance for Teachers.
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DOI：
10.1111/mbe.12282
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发表时间：
2021-05
期刊：
影响因子：
--
通讯作者：
Thomas MSC
中科院分区：
文献类型：
--
作者：
Whiting SB;Wass SV;Green S;Thomas MSC
我们对压力如何影响小学生的注意力和学习的理解已经迅速发展。我们知道，孩子们在他们的环境中经历了不同程度的压力源（导致压力的因素），这会影响他们在教育环境中对新压力源的反应。在这里，我们回顾的证据表明，压力可以增加儿童的注意力和学习能力，在某些情况下，但在其他人阻碍他们。我们展示了儿童在注意力和学习风格方面的差异，这取决于压力水平：例如，压力越大的儿童可能会被表面特征分散注意力，并且可能会发现更难进行计划和自愿控制。我们回顾了儿童压力管理技术的干预研究，集中在心理技术（如正念和压力重新评估），生理技术（如呼吸练习）和环境因素（如减少噪音）。目前，提高教师对学生不同压力反应的认识将是在课堂上满足儿童不同需求的重要一步。 摘要：我们对压力如何影响小学生的注意力和学习的理解发展迅速。在这篇评论中，我们考虑如何儿童的不同经验的压力，在他们的环境中可以影响他们如何应对在学校经历的进一步的压力，我们显示如何压力可以增加注意力和学习在某些情况下，但在其他人阻碍他们，以及如何儿童不同的注意力和学习风格取决于压力水平。最后，我们认为旨在提高儿童的弹性干预措施的有效性。
Our understanding of how stress affects primary school children's attention and learning has developed rapidly. We know that children experience differing levels of stressors (factors that cause stress) in their environments, and that this can influence how they respond to new stressors when they occur in educational contexts. Here, we review evidence showing that stress can increase children's attention and learning capacities in some circumstances but hinder them in others. We show how children differ in their attention and learning styles, dependent on stress levels: for example, more highly stressed children may be more distracted by superficial features and may find it harder to engage in planning and voluntary control. We review intervention research on stress management techniques in children, concentrating on psychological techniques (such as mindfulness and stress reappraisal), physiological techniques (such as breathing exercises) and environmental factors (such as reducing noise). At the current time, raising teachers' awareness of pupils' differing stress responses will be an important step in accommodating the differing needs of children in their classrooms. Lay Abstract: Our understanding of how stress affects primary school children's attention and learning has developed rapidly. In this review, we consider how children's different experience of stress in their environment can influence how they respond to further stress experienced at school; we show how stress can increase attention and learning in some circumstances but hinder them in others; and how children differ in their attention and learning styles depending on stress levels. Finally, we consider the effectiveness of interventions intended to improve children's resilience.
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影响因子：
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作者：
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通讯作者：
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DOI：
10.1097/dbp.0000000000000016
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影响因子：
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作者：
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