The intervention effect of mathematics teaching model reform on social anxiety disorders of college students

Abstract

BackgroundSocial anxiety disorder, also known as social phobia, refers to anxiety or anxiety about social interaction when encountering unfamiliar or socially threatening situations. At present, social anxiety disorder is a common phenomenon among students, which is not conducive to their physical and mental health development.Subjects and MethodsThe study conducted an EMBase search over the past decade using keywords such as anxiety, social, and psychotherapy to obtain a randomized controlled group of students with social anxiety disorders treated by teaching mode reform. Incorporated original research and existing reviews, focusing on all types of formal psychotherapy and focusing on human research. 10 college students with social anxiety disorder were selected to undergo a three-month mathematical teaching model reform and adopt the Rev Man 5 20 software to perform meta-analysis on various indicators.ResultsIn the past decade, the neurobiology of studying student social anxiety disorder has received increasing attention. The meta-analysis results showed that the effectiveness of teaching mode reform in treating students’ social anxiety disorder was significantly higher than that of mathematics teaching mode reform, and the difference was statistically significant (RR=1 26, 95% CI=1.07-1 49, P=0.006).ConclusionsSocial anxiety disorder is an important factor that affects the speed of college students’ adaptation to new environments, and effective methods and timely intervention and treatment are urgently needed. The research on the intervention effect of the reform of university mathematics teaching mode on students’ social anxiety disorder is of great significance for the social development of college students.AcknowledgementThe Guangxi Higher Education Undergraduate Teaching Reform Project (No. 2022JGA215).