综述

阅读疗法干预大学生抑郁、焦虑疗效的研究:系统评价及启示

  • 张元元 ,
  • 赵发珍 ,
  • 王旭 ,
  • 王子君 ,
  • 牛焕祺
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  • 1 兰州大学图书馆 兰州 730000;
    2 重庆医科大学附属儿童医院儿童卓越证据与指南协同创新实验室 重庆 400014;
    3 兰州大学基础医学院 兰州 730000;
    4 兰州大学哲学社会学院 兰州 730000
张元元,馆员;赵发珍,副研究馆员,通信作者,E-mail:zhaofzh@lzu.edu.cn;王旭,技术员;王子君,博士研究生;牛焕祺,硕士研究生。

收稿日期: 2024-05-20

  修回日期: 2024-09-07

  网络出版日期: 2025-03-18

基金资助

本文系国家社会科学基金青年项目“图书馆循证阅读推广及读者行为干预机制研究”(项目编号:22CTQ011)研究成果之一。

Efficacy of Bibliotherapy on Depression and Anxiety of University Students: A Systematic Review and Implication

  • Zhang Yuanyuan ,
  • Zhao Fazhen ,
  • Wang Xu ,
  • Wang Zijun ,
  • Niu Huanqi
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  • 1 Lanzhou University Library, Lanzhou 730000;
    2 Collaborative Innovation Laboratory of Children's Excellence Evidence and Guidelines, Children's Hospital Affiliated to Chongqing Medical University, Chongqing 400014;
    3 School of Basic Medical Sciences Lanzhou University, Lanzhou 730000;
    4 School of Philosophy and Sociology, Lanzhou University, Lanzhou 730000
Zhang Yuanyuan,librarian;Zhao Fazhen,associate research librarian,corresponding author,E-mail:zhaofzh@lzu.edu.cn;Wang Xu,lab technician;Wang Zijun,doctoral candidate;Niu Huanqi,master candidate.

Received date: 2024-05-20

  Revised date: 2024-09-07

  Online published: 2025-03-18

Supported by

This work is supported by the youth project of the National Social Science Fund of China titled “Research on the Mechanism of Library Evidence-based Reading Promotion and Reader Behavior Intervention” (Grant No. 22CTQ011).

摘要

[目的/意义] 探索当前面向大学生抑郁、焦虑的阅读疗法有效性,分析可能影响干预效果的原因,为相关研究提供循证依据,并进一步获得提升阅读疗法实证研究有效性的启示。[方法/过程] 采用循证系统评价和荟萃分析方法,基于随机效应模型,对筛选出的相关实验干预结果进行综合分析。[结果/结论] 阅读疗法对改善大学生的抑郁、焦虑症状有较明显效果,交互式阅读疗法相比对照组的干预效果比自助式阅读疗法显著,但当前阅读疗法实证研究在干预方式、书方配伍、随机实验设计、文献质量等方面存在一定局限性。未来相关研究可通过干预措施交互化、干预用书循证化、实施人员专业化、研究设计及写作规范化等措施提升阅读疗法的有效性。

本文引用格式

张元元 , 赵发珍 , 王旭 , 王子君 , 牛焕祺 . 阅读疗法干预大学生抑郁、焦虑疗效的研究:系统评价及启示[J]. 图书情报工作, 2025 , 69(6) : 132 -145 . DOI: 10.13266/j.issn.0252-3116.2025.06.011

Abstract

[Purpose/Significance] Exploring the efficacy of current bibliotherapy on depression and anxiety of university students and analyzing factors potentially influencing intervention effects, can provide evidence-based evidence for related studies, and further obtain implications for improving the effectiveness of empirical research on bibliotherapy. [Method/Process] Evidence-based systematic review and meta-analysis were used to comprehensively analyze the selected experimental intervention results based on the random effects model. [Result/Conclusion] Bibliotherapy has a certain effect on depression and anxiety symptoms of university students. The intervention effect of interactive bibliotherapy is more significant than that of self-help bibliotherapy compared with the control group. However, the current empirical research on bibliotherapy has some limitations in terms of intervention methods, book compatibility, randomized experiment design and literature quality. Future studies can improve the effectiveness of bibliotherapy through the interaction of intervention measures, evidence-based intervention books, professionalization of implementers, research design and standardization of writing.

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