化压力为动力：基于意义建构的低强度在线干预&#x0002A;

陈一笛; 苗淼; 郑磊; 马金金; 甘怡群

doi:10.16719/j.cnki.1671-6981.20260120

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心理科学 ›› 2026, Vol. 49 ›› Issue (1) : 225-237. DOI: 10.16719/j.cnki.1671-6981.20260120

临床与咨询

化压力为动力：基于意义建构的低强度在线干预^*

陈一笛^**1, 苗淼², 郑磊³, 马金金⁴, 甘怡群^**4

作者信息 +

Transforming Stress into Motivation: A Low-Intensity, Meaning-making Online Intervention

Chen Yidi¹, Miao Miao², Zheng Lei³, Ma Jinjin⁴, Gan Yiqun⁴

Author information +

文章历史 +

摘要

压力应对成为人们越来越关注的话题,意义建构干预通过训练个体从压力中发现意义、赋予意义,促进应激相关成长。研究开发了意义建构低强度在线干预,包括心理教育、技能运用和摄影干预模块,依托趣练习平台,配套干预手册。研究在154名大学生中开展随机对照试验,干预组进行为期7天的意义建构干预,与空白对照组在基线、干预后和1个月的随访中进行对比。结果发现,干预组在干预后积极情绪、意义建构和应激相关成长有显著提升,消极情绪有显著下降,具有即时效应和保持效应。干预组别可以通过意义建构改变量,提升个体的应激相关成长。因此,意义建构干预在获得应激相关成长方面具有应用前景,为应激人群提供了移动健康干预的新范式。

Abstract

Recent research on stress has gradually shifted from a disease-oriented approach to a health-oriented approach. Studies have shown that not everyone who experiences stress is likely to be dysfunctional, and in some circumstances, stress can have positive effects and stress-related growth, with meaning-making being one of the important factors. Meaning-making is a coping strategy aimed at changing the way individuals assess situations and better align their beliefs and goals with stressful situations. This strategy can help individuals cope with stress and achieve stress-related growth. Efforts to facilitate meaning-making interventions to promote stress-related growth are scarce but necessary. In the present study, a low-intensity, online meaning-making intervention was conducted to promote stress-related growth.
The results of this study verified the effectiveness of a seven-day, low-intensity online intervention for meaning-making. Regarding methodology, a randomized controlled trial was conducted. The study was developed according to a 3 (time: pre-test vs. post-test vs. follow-up) × 2 (group: meaning-making intervention group vs. waiting-list group) mixed experimental design. Accordingly, 230 college students were randomly assigned to an intervention or waiting-list group. A total of 76 participants completed the pre-and post-test, follow-up, and the seven-day online intervention, while 78 participants on the waiting list completed the pre-test, post-test, and follow-up. For ethical reasons, participants in the waiting list group also received a seven-day online meaning-making intervention after all measurements were completed. The intervention consisted of psychoeducation on meaning-making, the application of skills for meaning-making while experiencing stress, and a photographic intervention lasting seven days. In order to ensure the smooth running of the low-intensity online intervention, before the intervention started, the Meaning-making Intervention Operation Manual H5 page was created by the researcher according to the intervention content and the operation rules of the Fun Practice platform, which contained the operation process and the notes as well as the common problems that might be encountered during intervention. The study was pre-registered in the osf platform.
The results of the pre- and post-tests indicated an immediate effect of the intervention, with significant time and group interactions when the dependent variables were positive emotions, meaning-making, stress-related growth, perceived stress, anxiety, depression, and negative emotions after controlling for gender, age, and meaning in life on the pre-test. The intervention group had significantly greater increases in positive emotions, meaning-making, and stress-related growth on the post-test, with large effect sizes. The promoting effects on positive emotions, meaning-making, and stress-related growth were maintained in the intervention group at the one-month follow-up. The intervention group also showed significantly higher decreases in negative emotions on the post-test, with large effect sizes. The positive effects on negative mental health outcomes were maintained in the intervention group at the one-month follow-up. The mediation effect analysis highlights the mechanism of the improvement in stress-related growth. The intervention increases individual stress-related growth by enhancing meaning-making.
The present study is the first to demonstrate that an integrated meaning-making intervention can promote stress-related growth and enhance positive emotions when an individual is experiencing stress. Specifically, participants in the intervention group had higher elevations in meaning-making and stress-related growth compared to those on the waiting list. Furthermore, participants in the intervention group were able to maintain these higher levels at the one-month post-test. The low-intensity online intervention used in the study was accompanied by a manual that did not require professional instruction and was very user-friendly. This approach would be a convenient strategy for the public when attempting to cope with psychological stress during an epidemic or other stressful situation. The intervention conveys the message that individuals can find meaning or make meaning whether stressful life events are positive or negative. Moreover, they can thrive in the midst of suffering and ordinariness.

导出引用

陈一笛, 苗淼, 郑磊, 马金金, 甘怡群. 化压力为动力：基于意义建构的低强度在线干预^*[J]. 心理科学. 2026, 49(1): 225-237 https://doi.org/10.16719/j.cnki.1671-6981.20260120

Chen Yidi, Miao Miao, Zheng Lei, Ma Jinjin, Gan Yiqun. Transforming Stress into Motivation: A Low-Intensity, Meaning-making Online Intervention[J]. Journal of Psychological Science. 2026, 49(1): 225-237 https://doi.org/10.16719/j.cnki.1671-6981.20260120

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