自我肯定训练对小学生人际关系改善的效果研究
发布时间：2018-12-17 07:00
【摘要】： 目的：本研究主要为了探索自我肯定训练对小学生人际关系改善的影响效果,并初步建立适合我国学生的自我肯定训练干预模式,以作为学校辅导工作的参考。 方法：本实验采用招募及提名法,选取金华某小学五年级学生20名,男女各10名,分为实验组和控制组各10名被试,实验组男生6名,女生4名,控制组男生4名,女生6名。采用事前、事后控制组实验设计。使用研究者设计的自我肯定训练课程对实验组被试进行连续的每周一次的团体辅导,共十次；在团体辅导前后,对所有被试进行人际关系量表及标准化的角色扮演测验。 结果：1、实验组与控制组的人际关系量表前后测成绩均未表现出显著性差异：实验组t=-0.793,P0.05,控制组t=0.921,P0.05。 2、实验组与控制组的角色扮演测验前后测成绩均表现出显著进步(实验组t=-7.369,P0.01；控制组t=-4.865,P0.01)；然后通过协方差分析又得到实验组自我肯定性反应的进步要高于控制组(F(1,17)=4.983,P0.05),这说明自我肯定训练有效地提高了儿童的自我肯定行为。 3、通过协方差分析对比实验组男生和女生的自我肯定性反应,得到男生较女生有更显著的进步(F(1,17)=5.954,P0.05)。 结论：1、自我肯定训练可以有效地提高儿童的自我肯定反应,并且能够帮助他们在认知上认可自我肯定的内涵。 2、小学生五年级男生较女生在自我肯定训练后能够表现更多的自我肯定性反应,这也意味着如果想要使女生更为自我肯定需要付出更多的干预,因为在变的更加自我肯定的过程中,女生承受了更多性别期望的阻力。
[Abstract]:Objective: the purpose of this study was to explore the effect of self-affirmation training on the improvement of interpersonal relationship among primary school students, and to establish a self-affirmation training intervention model suitable for Chinese students, so as to serve as a reference for school guidance. Methods: this experiment adopted the method of recruiting and nominating, selected 20 students of fifth grade in Jinhua primary school, 10 male and 10 male respectively, divided into experimental group and control group, each 10 subjects, experimental group male 6, female 4, control group male 4, female 6. The experimental design of the control group was adopted in advance and afterwards. Using the self-affirmation training course designed by the researchers, the subjects in the experimental group were given a continuous weekly group counseling once a week, a total of ten times. Before and after the group counseling, all the subjects were given interpersonal relationship scale and standardized role-playing test. Results: 1. There was no significant difference in the scores before and after the interpersonal relationship scale between the experimental group and the control group: the experimental group (t) -0.793 (P 0.05), the control group (t) 0.921 (P 0.05). 2, the results of role-playing test in both experimental group and control group showed significant progress before and after the test (test group tnr -7.369g P0.01and control group tr -4.865 P0.01), and the control group showed significant improvement before and after the role-playing test. Then the results of covariance analysis showed that the improvement of self-affirmative response in the experimental group was higher than that in the control group (F (_ (1 / 17) = 4.983 (P0.05), which indicated that self-affirmation training could effectively improve children's self-affirmation behavior. 3. By covariance analysis, the self-positive responses of boys and girls were compared, and the results showed that boys had more significant improvement than girls (F (117) = 5.954g (P0.05). Conclusion: 1. Self-affirmation training can effectively improve children's self-affirmation response and help them to recognize the connotation of self-affirmation. (2) Primary school students in grade five were able to show more positive responses after self-affirmation training than girls, which also meant that more intervention was needed if girls were to be more self-assured. Because in the process of becoming more self-positive, girls bear more resistance to gender expectations.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：B844.2
本文编号：2383844
[Abstract]:Objective: the purpose of this study was to explore the effect of self-affirmation training on the improvement of interpersonal relationship among primary school students, and to establish a self-affirmation training intervention model suitable for Chinese students, so as to serve as a reference for school guidance. Methods: this experiment adopted the method of recruiting and nominating, selected 20 students of fifth grade in Jinhua primary school, 10 male and 10 male respectively, divided into experimental group and control group, each 10 subjects, experimental group male 6, female 4, control group male 4, female 6. The experimental design of the control group was adopted in advance and afterwards. Using the self-affirmation training course designed by the researchers, the subjects in the experimental group were given a continuous weekly group counseling once a week, a total of ten times. Before and after the group counseling, all the subjects were given interpersonal relationship scale and standardized role-playing test. Results: 1. There was no significant difference in the scores before and after the interpersonal relationship scale between the experimental group and the control group: the experimental group (t) -0.793 (P 0.05), the control group (t) 0.921 (P 0.05). 2, the results of role-playing test in both experimental group and control group showed significant progress before and after the test (test group tnr -7.369g P0.01and control group tr -4.865 P0.01), and the control group showed significant improvement before and after the role-playing test. Then the results of covariance analysis showed that the improvement of self-affirmative response in the experimental group was higher than that in the control group (F (_ (1 / 17) = 4.983 (P0.05), which indicated that self-affirmation training could effectively improve children's self-affirmation behavior. 3. By covariance analysis, the self-positive responses of boys and girls were compared, and the results showed that boys had more significant improvement than girls (F (117) = 5.954g (P0.05). Conclusion: 1. Self-affirmation training can effectively improve children's self-affirmation response and help them to recognize the connotation of self-affirmation. (2) Primary school students in grade five were able to show more positive responses after self-affirmation training than girls, which also meant that more intervention was needed if girls were to be more self-assured. Because in the process of becoming more self-positive, girls bear more resistance to gender expectations.
【学位授予单位】：浙江师范大学
【学位级别】：硕士
【学位授予年份】：2010
【分类号】：B844.2
【引证文献】
相关硕士学位论文 前1条
1 张敏;小学英语教学中合作学习的实验研究[D];河北师范大学;2012年
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