初二年级优等生学业情绪的干预训练研究

发布时间：2018-07-01 12:26

本文选题：学业情绪 + 优等生　；参考：《华中师范大学》2015年硕士论文

【摘要】：初二学生由于其生理心理的迅猛发展,其情绪的波动也比初中其他阶段要更加激烈,初中生要一边应对突如其来的身心变化和由此产生的焦虑、厌恶等情绪,又要对完成学习任务的数量和质量担负沉重的负担。所以在此阶段中,能够更好的掌控自身情绪、合理的安排学习和生活的学生会逐渐在学业上产生一定的优势,并促使其更好的完成之后的学习任务。初中心理健康课在全国呼吁开设心理健康课的风潮下也陆续在许多学校设立,随着政策的推行和落实,心理课的开设和心理主题活动的举办也成为了许多中学的常规课程和重要工作,由于课程的存在,课程实施效果的评价,课程实施监督的麻烦,各种各样的问题,对心理健康教育课程的有效性进行评估愈发困难。此次研究意在发现特定主题的心理课程及活动对于正处于情绪波动时期的初二学生的学业情绪的影响。基于这一目的,我们提出如下研究：选取初二年级最近一次考试成绩排名在前一百左右的学生,进行学业情绪问卷测查,筛选出数据显著异常的个体。将其余学生通过自然分班形成两个组,在分组过程中考虑两组的成绩匹配问题,确保每个组的成绩均分相差很小。对实验班和对照班的学业情绪问卷测量结果分别进行统计,作为此次研究前测的数据结果。对实验班和对照班分别进行两个半月左右的课程讲授。对实验班实施情绪、目标、自我认知等影响学业情绪因素相关主题的课程或活动。对对照班采取同样频率、课时、时长的非干预性常规授课内容。全部课程(即干预训练)结束后,采用学业情绪问卷对实验班和对照班进行测量,作为此次研究后测的数据结果。由此研究得出以下结果： (1)初二年级优等生的学业情绪呈现出一定的性别差异,在积极情绪和消极情绪共四个维度上都比较显著。 (2)积极高唤醒和积极低唤醒情绪维度与初二年级优等生的最近一次的考试成绩有着明显的正性的相关,而消极高唤醒情绪、消极低唤醒情绪与学业成绩有着比较明显的负性的关系。(3)心理课程和团体活动干预训练对学业情绪的积极高唤醒维度有一定影响,干预前后的同一班级在学业成绩上有显著的变化,主要体现在平均成绩有所下降。 (4)干预训练之后实验班与对照班在积极高唤醒维度上存在显著性差异,实验班明显高于对照班,从具体数据可以看出,实验班的消极低唤醒情绪较对照班低,学业成绩较对照班高。最后,本文反映了从研究和设计的角度研究的不足,并提出了未来的研究思路,并讨论了本研究的理论和实践意义。
[Abstract]:As a result of the rapid development of their physiological psychology, their emotional fluctuation is more intense than the other stages of junior high school. Junior high school students should cope with sudden changes in body and mind, anxiety, disgust and so on, and bear a heavy burden on the quantity and quality of completing the learning task. The students who have a good control of their own emotions and make a reasonable arrangement for their study and life will gradually create a certain advantage in their studies and make it better to complete their learning tasks. The opening and psychological theme activities have also become a regular course and important work in many middle schools. The study is intended to find the heart of a particular subject because of the existence of the curriculum, the evaluation of the effect of the implementation of the curriculum, the trouble of the implementation of the curriculum, the various problems and the evaluation of the effectiveness of the mental health education course. On the basis of this purpose, we choose the first one hundred students in the first second grade of the first grade in the first grade of the first grade. In the group process, two groups were formed, and the score matching of the two groups was considered during the grouping process to ensure that the difference in the average score of each group was very small. The results of the study on the Academic Emotion of the experimental class and the control class were counted respectively. As a result of the pre test data, the results were two and a half months for the test class and the control class respectively. Courses or activities that affect the subjects related to emotional factors, such as emotion, goal, self cognition, etc. on the experimental class. Take the same frequency, class, and long non intervention routine teaching content to the control class. After the end of the whole course (intervention training), the experimental class and the control class are measured by the study mood questionnaire. The results of the posttest results are as follows: (1) the academic emotions of the first grade students in the first second grade showed a certain gender difference, and both positive and negative emotions were both significant in four dimensions. (2) the most recent examination of positive and positive low arousal emotions and the first grade students in grade two. There is a significant positive correlation, while negative arousal emotion, negative and low arousal emotion have a significant negative relationship with academic performance. (3) psychological curriculum and group activity intervention training has a certain influence on the positive and awakening dimension of academic emotion, and the same class before and after intervention has significant changes in academic performance. The average results were reduced. (4) there were significant differences between the experimental class and the control class after the intervention training. The experimental class was obviously higher than the control class. From the specific data, the negative arousal emotion of the experimental class was lower than the control class, and the academic achievement was higher than the control class. Finally, this paper reflected the study and the study. The shortcomings of the research on design are discussed, and future research ideas are put forward, and the theoretical and practical significance of this research is discussed.
【学位授予单位】：华中师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：G442

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