Student Management Perspectives on the Moderating Effects of Biological Clock Interventions on Mental Health

Abstract

Abstract In today’s fast-paced life and learning rhythm leads to the generalization of mental health problems in the student population, the biological clock, as one of the links that regulate the functioning of the human body, has been increasingly emphasized in the regulation of mental health. The study selected 545 students in School Z for the experiment on biological clock intervention in students’ mental health. It randomly divided them into an experimental group and a control group for comparison. The SDL-90 scale and SDS scale were used as the basis of the questionnaire design, and independent t-tests and pre-and post-test analyses were conducted on the collected data on students’ mental health to investigate the intervention effect of the biological clock on students’ mental health. The results showed that before the experiment, the mental health level of the experimental group (2.395±0.375) was slightly inferior to that of the control group (2.253±0.342). After the experiment, the mental health level of the experimental group was significantly improved; the total mean score on the SDL-90 scale was reduced from 2.395 to 1.932, and the total mean score of SDS was reduced from 52.242 to 36.769. The intervention of the biological clock had a significant positive effect on reducing the students’ depression and improving the students’ mental health levels.