Flipped classroom-based psychological therapy teaching reform on college students’ psychological anxiety

Abstract

Background

The continuous development of higher education and the increasing social pressure have led to a severe employment situation for college students. At the same time, psychological anxiety is caused by factors such as learning pressure. However, many current psychotherapy methods have had limited effectiveness. Therefore, this research has reformed the teaching methods of psychotherapy through the use of flipped classrooms. It aims to utilise new psychotherapy teaching methods to alleviate psychological anxiety among college students.

Subjects and Methods

A total of 100 students from two classes of third to fourth grade students in a certain university were selected as the research subjects and divided into Group E and Group F. Group E used traditional psychotherapy teaching methods, while Group F used reformed psychotherapy methods. The experiment lasted for a total of one semester, and the data was analyzed using SPSS 23.0 software after the experiment.

Results

After the experiment, the low anxiety level in Group F decreased to 9.50%, the frequency of moderate anxiety decreased to 10.30%, and the frequency of high anxiety decreased to 8.40%, which was lower than that in Group E. In addition, after the intervention, the environmental adaptability score of Group F increased to 15.50 ± 1.86 points, the sleep score increased to 18.08 ± 2.53 points, and the learning adaptability score increased to 499.77 ± 5.30 points.

Conclusions

The use of flipped classrooms to reform the teaching method of psychotherapy can effectively alleviate the psychological anxiety of college students.

Acknowledgement

2022 University Philosophy and Social Science Research Ideological and Political Project (No.2022SJSZ0275); Jiangsu Vocational and Technical Education Association 2023-2024 Project (No. XHYBLX2023015).