高三学生考试焦虑认知干预团体辅导手册的编制及应用

发布时间：2019-06-17 17:01

【摘要】：团体认知干预以团体的方式，通过整合认知重组和暴露等认知行为治疗技术等来实现干预目的。本研究对象是高三学生。着重从认知入手，利用自编的考试焦虑认知因素问卷和郑日昌考试焦虑诊断量表，调查高三学生容易出现的不良认知及考试焦虑水平。并运用团体认知干预的方法编制一套行之有效的团体辅导方案，进而形成认知干预手册，在实验的基础上验证手册应用的有效性。编制这样一个手册，一方面可以丰富考试焦虑干预的内容，另一方面改善学生的学习心态及考试心态，并为教师在教学中渗透心理健康教育提供借鉴及参考。 本研究得出以下结论： （1）自编的考试焦虑认知因素问卷具有合理的信效度。 采用访谈法、问卷调查法、因素分析等方法对考试焦虑认知因素预调查进行两次修正之后，最终形成5个维度（自我评价、对高考的认识、对考试结果的预测、对考场同学干扰的认识、对考场突发状况的认识）、22个题的考试焦虑认知因素正式问卷。该问卷有较为合理的信效度。内部一致性系数为0.895。结构效度上，各维度与测验的总分的相关在0.6-0.9之间，模型的拟合效果较好。将郑日昌考试焦虑诊断量表作为效标效度，考试焦虑认知因素各维度与考试焦虑成中等相关或者强相关。 （2）编制出认知干预手册。 初步构造出认知干预手册的结构，包括前言、认知干预简介、干预目标、手册的使用者和认知干预适用对象、认知干预的内容、干预步骤和过程、注意事项、附录八个部分。利用资料分析法整理预调查访谈信息、导师及自身咨询素材，形成认知干预团体辅导手册的主题库及建议库，并在此基础上针对高三学生存在的典型不良认知形成七次团体辅导方案，由此形成完整的认知干预手册。 （3）验证出认知干预手册应用效果较为有效、可行。 通过问卷分值对比、考试成绩对比、团体成员活动评价法来验证手册应用效果的有效性。实验组对照组前后测结果显示，实验组对照组辅导前后考试焦虑分数差值、考试认知分数差值存在非常显著的差异，团辅干预效果明显。通过对辅导中与辅导前、辅导后与辅导前考试成绩增量进行差异检验，，发现实验组考试成绩有所增加，并且达到差异显著性水平。团体成员的每次活动反馈，也透露出同学积极的备战心理及乐观的学习态度，间接反映出团体辅导效果较好。
[Abstract]:Group cognitive intervention realizes the purpose of intervention by integrating cognitive behavior therapy techniques such as cognitive recombination and exposure in a group way. The object of this study is senior high school students. Starting from cognition, this paper investigates the bad cognition and test anxiety level of senior high school students by using the self-designed questionnaire of cognitive factors of test anxiety and Zheng Richang's diagnostic scale of test anxiety. A set of effective group counseling schemes is compiled by using the method of group cognitive intervention, and then a cognitive intervention manual is formed to verify the effectiveness of the application of the manual on the basis of experiments. On the one hand, the compilation of such a manual can enrich the content of test anxiety intervention, on the other hand, improve students' learning mentality and examination mentality, and provide reference for teachers to infiltrate mental health education into teaching. The conclusions of this study are as follows: (1) the self-designed questionnaire on cognitive factors of test anxiety has reasonable reliability and validity. The methods of interview, questionnaire and factor analysis were used to revise the cognitive factors of test anxiety twice, and finally five dimensions (self-evaluation, understanding of college entrance examination, prediction of test results, understanding of students' interference in examination room, understanding of sudden situation of examination room) and formal questionnaire of cognitive factors of test anxiety were formed. The questionnaire has more reasonable reliability and validity. The internal consistency coefficient is 0.895. In terms of structural validity, the correlation between each dimension and the total score of the test was 0.6 鈮

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