呼吸訓練減緩學生情境焦慮之成效：系統性文獻回顧與統合分析

The Effects of Breathing Exercises in Alleviating Situational Anxiety Among Students: A Systematic Review and Meta-Analysis

學生常因面臨重大考試、上臺演說或表演而產生壓力或焦慮，呼吸訓練頗適合用於減緩此類情境焦慮。一些實驗研究已證實呼吸訓練減緩焦慮的效果，但尚未統合這些相同主題小型實驗研究以獲得更客觀及全面的結論。本研究系統性地回顧呼吸訓練用於減緩學生焦慮的研究文獻，共有17篇研究文獻（總計1,876位學生）納入本次分析。不論是自填的焦慮量表（整體效果量為0.518），還是與情緒有關的生理數值（整體效果量為1.140），皆反映呼吸訓練可有效地減緩學生的焦慮情緒，若能搭配可引導呼吸節奏的電腦軟體或穿戴裝置，抑或適當運用輔助治療方式，則可獲得更好效果。未來在設計與執行呼吸技巧訓練時，應注意足夠的單次訓練強度及完整的訓練或練習週數，以確保這類非藥物治療方法緩解焦慮的有效性。

Students often experience stress or anxiety due to exams, oral presentations, or performances. Breathing exercises may be suitable for alleviating situational anxiety in such contexts. Some trial studies have demonstrated their effectiveness, but these small scale studies on the same topic have not been integrated to obtain a more objective and comprehensive conclusion. This study systematically reviewed the literature on using breathing exercises to reduce student anxiety, including 17 research articles (a total of 1,876 students) for analysis. Whether measured through self-report anxiety scales (aggregated effect size of 0.518) or emotion-related physiological measures (aggregated effect size of 1.140), the results indicated that breathing exercises effectively alleviate students’ anxiety. Additionally, better results can be achieved when breathing exercises are accompanied by guided breathing rhythms using computer software or wearable devices, or when appropriate complementary therapeutic approaches are utilized. In future designs and implementations of breathing technique training, it is crucial to consider sufficient intensity in individual training sessions and complete training or practice durations to ensure the efficacy of these non-pharmacological anxiety relief methods.