高年级小学生友善品质的现状及干预研究

发布时间：2018-03-26 09:22

本文选题：团体心理辅导　切入点：积极心理品质　出处：《南昌大学》2017年硕士论文

【摘要】：积极心理学关注个体积极心理品质的发展和培养。积极心理学的相关理论对我国中小学心理健康教育具有广泛而深远的影响。良好的同伴关系在发展小学生的个性和社会能力方面发挥着重要作用,培养小学生的友善品质有利于其尽早建立良好的人际关系,促进小学生心理健康发展。为了了解高年级小学生积极心理品质中友善品质发展的特点及探索小学生友善品质培育的可行性途径,本文以江西省南昌市某小学高年级学生及其家长为研究对象,开展了三个部分实证研究。第一部分采用孟万金的《中国中小学生积极心理品质量表》对该校346名高年级小学生进行问卷调查,分析及归纳出高年级小学生积极心理品质及友善品质发展的现状及特点。第二部分对350名高年级小学生家长进行了开放式问卷调查及访谈。运用共词可视化分析软件(GEPHI),归纳并分析了父母对小学生友善品质发展的期望内容和特点。第三部分采用实验组-对照组前、后测实验设计,对26名五年级小学生的友善品质进行了为期8周的团体心理辅导干预实验,从而探索小学生友善品质提升的效果和方法。研究结论如下:(1)高年级小学生积极心理品质的发展存在不均衡性的特点。人性维度上得分明显低于勇敢等五个维度;且人性维度中友善品质因子得分也明显低于其它14个品质因子;(2)高年级小学生的友善品质得分在男、女性别方面并没有显著性差异;(3)四、五、六年级小学生的友善品质水平存在显著性差异。四年级学生的友善水平最高,六年级次之,而五年级学生的友善水平最低;(4)父母对子女心理品质发展期望内容的共词可视化结果显示,友善品质相关词语出现的频率远高于其它心理品质,表明高年级小学生父母对子女友善品质发展及培养的期望水平较高;(5)实验组与对照组被试在实验后友善品质各题项得分及总分间均存在显著性差异;实验组学生的友善水平得到了显著性提高;干预实验结果表明团体心理辅导技术是提升高年级小学生友善品质的可行性途径。
[Abstract]:Positive psychology pays close attention to the development and cultivation of individual positive psychological quality. The relevant theories of positive psychology have a wide and profound influence on mental health education in primary and secondary schools in China. Good peer relationship in the development of primary school students. Play an important role in terms of sex and social capacity, Cultivating the friendliness of primary school students helps them to establish good interpersonal relationships as soon as possible. In order to understand the characteristics of the development of friendly quality in the positive psychological quality of the senior pupils and explore the feasible ways to cultivate the friendly quality of the pupils, we should promote the development of the mental health of the primary school students. This paper focuses on the senior students and their parents in a primary school in Nanchang City, Jiangxi Province. Three parts of the empirical study were carried out. The first part used Meng Wanjin's "Chinese Primary and Middle School students' positive Psychological quality scale" to investigate 346 senior pupils in this school. This paper analyzes and summarizes the present situation and characteristics of the development of positive psychological and friendly qualities of senior pupils. The second part carries out an open questionnaire survey and interviews among 350 parents of senior pupils. In this paper, the author summarized and analyzed the expected content and characteristics of parental friendliness to pupils. The third part used the experimental group-control group. A group psychological counseling intervention experiment was conducted for 8 weeks in 26 fifth grade pupils. The conclusion of the study is as follows: 1) the development of positive psychological quality of senior pupils is unbalanced, and the score of humanity dimension is obviously lower than that of bravery. And the score of friendly quality factor in human nature dimension was also significantly lower than that of other 14 quality factors.) there was no significant difference between male and female students in the scores of friendliness quality in male and female. There was significant difference in the level of friendliness among grade 6 pupils. The grade 4 students had the highest level of friendliness, and the grade 6 students had the highest level of friendliness. The results of co-word visualization of parents' expectation on their children's psychological quality showed that the frequency of words related to friendly quality was much higher than that of other psychological traits. The results showed that there were significant differences in scores and total scores between the subjects of the experimental group and the control group in terms of the scores and the total scores of the subjects in the experimental group and the control group in terms of the development and cultivation of the parents' friendly quality of their children. The result of the intervention experiment showed that the group counseling technique was a feasible way to improve the friendliness quality of the senior primary school students.
【学位授予单位】：南昌大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B844.1

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