Enhancing the efficacy of civic education for alleviating college students’ anxiety: an analysis

Abstract

Background

The study attempts to optimize the impact of current Civic Education by incorporating the psychological aspects of interpersonal communication. The goal is to assess the comparative effectiveness of different educational approaches in alleviating anxiety levels among college students and to gain insights into the underlying causes of anxiety disorders in this demographic.

Subjects and Methods

The study chose 200 university students with severe anxiety problems for a comparative investigation. Participants were matched on basic demographic variables. Over a three-month period, the 200 participants were randomly and evenly divided into a combined treatment group and a single therapy group. The combined group received Civic Education along with interpersonal communication psychological intervention, while the single group received traditional Civic Education. Data were statistically processed and analyzed using SPSS 23.0.

Results

After the three-month treatment, the number of severely anxious students in the combined group decreased from 100 to 24, while the number of severely anxious students in the single group decreased from 100 to 95. In addition, the mean anxiety score of the students in the combined group before and after the experiment decreased from 28.32 ± 1.84 to 9.24 ± 1.12, and the mean anxiety score of the students in the single group before and after the experiment did not change much.

Conclusions

Integrating the psychological dynamics of interpersonal communication into Civic Education yields a notable enhancement in alleviating students’ anxiety levels.