Research has shown that academic anxiety can affect academic performance and emotional well-being. Despite previous research emphasizing the importance of understanding academic anxiety and indicating a strong association between academic performance and academic anxiety, no systematic reviews or meta-analyses have examined the effects of academic interventions on academic and anxiety outcomes. This article reports on a meta-analysis of studies examining academic interventions conducted with elementary students (kindergarten to Grade 6), in which both academic achievement and academic anxiety outcomes were reported. The systematic search yielded 13 studies comprising 1545 participants and revealed statistically significant differences favoring academic treatments over the control for academic achievement outcomes (g = 0.63, k = 11) but no statistically significant benefits for academic anxiety outcomes (g = −0.06, k = 11). The authors caution against drawing strong conclusions due to the heterogeneity in effects and the small number of studies in the extant literature.

研究表明，学业焦虑会影响学业成绩和情绪健康。尽管先前的研究强调理解学业焦虑的重要性，并表明学业成绩与学业焦虑之间存在密切关联，但没有系统评价或荟萃分析检验学业干预对学业和焦虑结果的影响。本文报告了一项对小学生（幼儿园至六年级）进行学业干预的研究的荟萃分析，其中报告了学业成绩和学业焦虑结果。系统搜索产生了 13 项研究，包括 1545 名参与者，并揭示了有利于学术治疗与学术成就结果控制的统计显着差异（ g = 0.63， k = 11），但对学术焦虑结果没有统计显着的益处（ g = -0.06， k = 11）。由于效果的异质性和现有文献中的研究数量较少，作者警告不要得出强有力的结论。