Fostering Psychological Resilience: An Empirical Study on Alleviating Learning Anxiety and Pressure through Ideological and Political Education in Molecular Biology
Jin Liu, Yahong Wang, Tao Wang, Jianbin CaoAbstract
Objective
This study aims to investigate the impact of a novel Ideological and Political (IAP) education model, designed according to the "Two-Qualities, One-Degree" standard, on cultivating students' academic psychology and emotional health in a molecular biology course. It specifically explores how this integrated approach mitigates learning-related anxiety, academic pressure, and fosters psychological resilience and a positive scientific mindset.
Subjects and Methods
A quasi-experimental mixed-methods study involved 160 molecular biology majors. The experimental group (n=80) experienced the IAP-integrated model for 16 weeks, while the control group (n=80) followed a traditional curriculum. Pre- and post-test surveys measured scientific identity, academic self-efficacy, learning anxiety, perceived stress, and engagement. Qualitative data from interviews and journals provided insights into emotional and cognitive development.
Results
The experimental group showed significantly higher scientific identity (35% increase, p<0.01) and self-efficacy (40% improvement, p<0.01), alongside a 30% reduction in learning anxiety and lower perceived stress compared to controls. Qualitative analysis revealed that ethical discussions and scientist narratives enhanced purpose and emotional connection, directly countering sources of academic distress and building resilience.
Conclusions
Integrating IAP education with the "Two-Qualities, One-Degree" standard effectively promotes academic psychological growth and emotional well-being by reducing anxiety and building resilience. This model supports holistic scientist development, addressing not only competency but also the critical mental health challenges prevalent in demanding STEM education.
Acknowledgement
This paper was supported by the Shanxi Higher Education "Hundred-Billion Engineering" Project "Agricultural Biotechnology Practical Education and Teaching Innovation Team" (Grant No. 595158) and the Key Teaching Team Project of Yuncheng University (Grant No. 202402).
Corresponding Author
Jin Liu, Yuncheng University, Yuncheng 044000, Shanxi, China.