Alleviating Emotional Disorders and Optimizing Mental Health: A Blended Online-Offline Literature Teaching Model for Ameliorating College Students’ Negative Emotional Stress in Information-Based Education
Jianlu LiAbstract
Objective
In the context of information-based education, college students commonly suffer from persistent negative emotional stress, prevalent anxiety symptoms and mild emotional disorders, which severely damage their psychological balance and long-term mental health. Traditional literature teaching neglects the psychological intervention function for students’ emotional problems. This study constructs an online-offline blended teaching model, aiming to explore its intervention effect on students’ emotional disorders and anxiety, relieve cumulative negative emotional pressure, and effectively improve students’ psychological state and mental health level.
Subjects and Methods
This 16-week quasi-experiment enrolled 160 undergraduate literature students, including 80 in the blended teaching experimental group and 80 in the traditional teaching control group. Multiple professional psychological scales were adopted to assess students’ negative emotional stress, anxiety levels and emotional disorder symptoms. Qualitative analysis of student reflective writings was supplemented to comprehensively evaluate the model’s intervention effect on individual mental health.
Results
Compared with the control group, the experimental group obtained 42% higher emotional regulation level and 35% improved psychological cognition. The blended model significantly reduced students’ negative emotional stress, relieved anxiety and mild emotional disorder symptoms, corrected imbalanced mental states, and realized remarkable optimization of students’ psychological adaptability and mental health status.
Conclusions
The blended literature teaching model is an effective non-pharmacological psychological intervention tool. It can sustainably alleviate college students’ long-term negative emotional stress, ameliorate typical anxiety and emotional disorder symptoms, stabilize positive mental states, effectively avoid psychological risks, and provide a reliable pedagogical scheme for promoting college students’ sound mental health development.
Corresponding Author
Jianlu Li, Huzhou College, Huzhou, 313000, China.