《初三学生复习应考策略缺乏型考试焦虑团体辅导手册》的编制及应用

发布时间：2018-04-13 23:27

本文选题：初三学生 + 考试焦虑　；参考：《云南师范大学》2016年硕士论文

【摘要】：为了延伸和拓展考试焦虑团体心理辅导的相关研究,并为学生提供考试心理调适的实证依据。因此,本研究针对初三学生复习应考策略和考试焦虑现状展开调查,根据调查的结果及以往考试焦虑的相关研究设计出一套完整的干预手册,以期通过使用手册提高学生的复习应考策略、降低学生的考试焦虑,从而提高学生的考试成绩。本研究采用质性研究、问卷调查和实验设计的方法,以云南师范大学附属世纪金源学校2016级初三学生为研究对象,利用郑日昌的《考试焦虑诊断量表》与本方向编制并修订的《学习策略问卷复习应考策略问卷》测查初三学生的复习应考策略现状,探讨复习应考策略与考试焦虑的关系;并根据对资深心理学教授初高考学生小组辅导作业、录音的整理,提炼总结出适合初三学生使用的复习应考策略和考试心理调整方法,编制出一套行之有效的团体辅导手册,即《复习应考策略缺乏型考试焦虑团体辅导手册》;最后使用《学习策略问卷复习应考策略问卷》和《考试焦虑诊断量表》筛选出初三学生中复习应考策略缺乏且考试焦虑高的学生,采用实验组-对照组前后测实验设计,对实验组采用《复习应考策略缺乏型考试焦虑团体辅导手册》进行干预,对照组不做处理,进行手册有效性的验证。研究结果:(1)初三学生的复习应考策略在男女、(非)独生子女、家庭所在地、经济状况、父母亲文化程度方面不存在显著差异,在家庭关系氛围上存在显著差异;复习应考心理与考试焦虑呈显著负相关。(2)《复习应考策略缺乏型考试焦虑团体辅导手册》包括8次辅导,每次75分钟,每组10-15人,辅导的过程包括热身、检查作业、主题活动、结束活动。辅导重点在于提升学生的复习应考策略,包括提升1.复习策略;2.解题策略;3.应考策略;4.记忆策略,改变学生的不合理认知,正确认识考试、正确认识考试焦虑,为自己制定有针对性的考试预案。(3)使用《复习应考策略缺乏型考试焦虑团体辅导手册》进行团体辅导后,实验组的复习应考策略显著高于对照组,考试焦虑得分相比对照组降低了11分,学习成绩也显著高于对照组。成员对每个单元的评分都在3.5分以上,整期满意度评分在80分以上的占总人数的92%。通过8次辅导,团体成员主要的收获是学习技能。研究结论:《复习应考策略缺乏型考试焦虑团体辅导手册》的编制具有一定的科学性与指导性,该手册能够提高复习应考策略缺乏型考试焦虑学生的复习应考策略并降低其考试焦虑,提高考试成绩。
[Abstract]:In order to extend and expand the relevant research of group psychological counseling of test anxiety, and to provide the empirical basis for students to adjust to the examination psychology.Therefore, this research aims at the third grade students review examination strategy and the examination anxiety present situation to carry on the investigation, according to the investigation result and the previous examination anxiety correlation research design a set of complete intervention manual.The purpose of this paper is to improve the students' examination strategies, reduce the students' test anxiety, and improve the students' test scores by using the manual.This study adopts qualitative research, questionnaire survey and experimental design to study the junior high school students of Grade 2016 of Jinyuan School affiliated to Yunnan normal University.Using Zheng Richang's Test anxiety Diagnostic scale and the revised Learning Strategy questionnaire, the present situation of the students' review and examination strategies was investigated, and the relationship between the review strategy and the test anxiety was discussed.According to the collation of the group tutoring and recording of the senior psychology professor, the author summarizes the review and examination strategies and psychological adjustment methods suitable for the junior high school students, and compiles a set of effective group tutoring manual.In the end, we use the Learning Strategy questionnaire to review the examination strategies questionnaire and the examination anxiety Diagnostic scale to screen out the lack of review and examination strategies among the junior high school students.Students with high test anxiety,The experiment design before and after the test was adopted in the experimental group and the group guide manual of group anxiety was used to intervene in the experimental group. The control group did not deal with it and the validity of the manual was verified.Results: (1) there was no significant difference between male and female students in the aspects of only child, family location, economic status and parents' education level, but there was significant difference in the atmosphere of family relationship between junior high school students and junior high school students.There was a significant negative correlation between the psychology of examination examination and the anxiety of examination. 2) the manual of group counseling for examination anxiety of lack of examination strategy included 8 sessions of 75 minutes each group of 10-15 people. The process of counseling included warm-up, examination work, theme activities, etc.Conclusion of activitiesCounseling focuses on improving students' review strategies, including promotion 1.Review strategy 2.The strategy for solving problems is 3.The strategy of taking the examination is 4.Memory strategies to change students' irrational cognition, correct understanding of examinations, correct understanding of test anxiety,In order to make a specific test plan for oneself, the group counseling manual of "review and examination strategy deficiency type test anxiety group guidance" was used, the review and examination strategy of the experimental group was significantly higher than that of the control group.Compared with the control group, the scores of test anxiety decreased by 11 points, and their academic performance was significantly higher than that of the control group.The members scored more than 3.5 for each unit, and 922 for the total number of people who scored more than 80 for the whole period.Through eight tutoring sessions, the main gain for group members is learning skills.The conclusion of the study is that the compilation of Group Counseling Manual for examination anxiety, which is lack of examination strategies, is scientific and instructive to a certain extent.The manual can improve the students' review strategies and reduce their test anxiety and improve their test scores.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：B842.6

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