元认知干预技术与认知取向团体辅导对大学生学业拖延的影响

发布时间：2018-06-04 20:44

  本文选题：学业拖延心理机制模型 + 元认知干预技术　； 参考：《南京师范大学》2016年硕士论文

【摘要】：本研究在综述以往国内外拖延理论的基础上,以元认知干预技术为理论核心,提出了学业拖延心理机制模型,并依据该模型设计一套用于改善大学生学业拖延行为的团体心理辅导方案一,同时以认知-行为疗法的拖延理论为基础设计了另一套用于改善大学生学业拖延行为的团体心理辅导方案二。通过实验研究,一方面证实了学业拖延模型的合理性,另一方面也对比了两套方案干预效果的差异性。本研究首先从南京工程学院以班级为单位,分层次随机抽取20班,采用《大学生学习拖延问卷》以及《主动拖延问卷》,对大学生学业拖延现状进行调查,共发放问卷800份,实际回收722份,剔除无效问卷(未全部作答和胡乱作答)后,统计有效问卷600份。其次,利用spss17.0进行数据处理,统计分析不同性别、不同专业、不同年级的大学生学业拖延水平的情况。再次,区分主动拖延和被动拖延。最后,从被动拖延者中选取自愿参加团体辅导的学生中进行面谈,筛选出27名被试,平均分成3组,每组9人,其中2组为实验组1和实验组2,剩下一组是控制组。对三组进行前后测,并进行一系列的统计分析,得到如下结果：(1)大学生拖延现象普通存在,拖延者大约占50%，，在拖延者中,有大约四分之一的是主动拖延者。(2)大学生学业拖延水平在性别上整体上差异不显著,从均值来看,女生在复习备考维度上比男生拖延程度低,而在拖延情绪影响上,男生比女生低。大学生拖延水平在专业上差异不显著,从均值看,理科专业拖延程度稍低于文科专业。大学生学业拖延水平在年级上差异显著,其中大一拖延水平最小,其次是大二、大三,大二与大三拖延水平差异不显著。(3)学业拖延模型能够很好的解释拖延形成的过程,以此设计的拖延团体干预方案,效果显著。(4)两个实验组干预效果显著,两组团体辅导都能有效改善大学生学业拖延行为,并且能提高大学生的压力应对方式。实验组1和实验组2在干预拖延效果上总体上不存在显著性差异,但在情绪影响、自责、求助这三个维度呈现显著性差异。在完成作业、复习备考、自主学习、解决问题等维度不存在显著性差异。
[Abstract]:Based on the theory of procrastination in the past and the theory of metacognitive intervention, this study puts forward the psychological mechanism model of academic procrastination, and designs a set of group counseling programs to improve college students' academic procrastination based on this model. It is based on the procrastination theory of cognitive behavioral therapy. Another set of group counseling programs to improve college students' academic procrastination two. Through experimental research, on the one hand, it confirmed the rationality of the academic procrastination model, on the other hand, compared the difference of the intervention effect of the two sets of programs. First of all, the study was divided into 20 classes randomly from class level in Nanjing Institute of Technology. The students' study procrastination questionnaire and the active procrastination questionnaire were investigated, 800 questionnaires were issued, 722 copies were actually recovered, and the invalid questionnaires were eliminated (not all answers and unanswered), and 600 valid questionnaires were collected. Secondly, the data were processed by SPSS17.0, and the statistical analysis of different sex and different specialties was made. At the same time, the level of academic procrastination in the same grade. Again, to distinguish between active procrastination and passive procrastination. Finally, the students selected from the passive procrastinators who volunteered to participate in group counseling were interviewed, and 27 subjects were selected, with an average of 3 groups, 9 in each group, of which 2 were the experimental group 1 and the experimental group 2, the remaining group was the control group. Three groups were carried out. The results are as follows: (1) the Procrastination of college students is common, the procrastinators are about 50%, and in the procrastinators, about 1/4 of the procrastinators are active procrastinators. (2) the academic procrastination level of college students is not significant in gender as a whole. From the mean point of view, girls are compared to the review dimension. Boys are lower in procrastination, but boys are lower than girls in procrastination. The level of procrastination of college students is not significant, and the degree of procrastination of science majors is slightly lower than that of liberal arts. The level of Academic Procrastination of college students is significantly different in grade, among which the level of major dragging is the least, followed by sophomore, sophomore and junior. There is no significant difference in the level of procrastination. (3) the academic procrastination model can explain the process of procrastination well, and the effect of the procrastination group intervention scheme is significant. (4) the effect of the two experimental groups is significant. The two group counseling can effectively improve the academic procrastination of College Students, and can improve the coping style of the college students. Group 1 and experimental group 2 have no significant difference in the effect of intervention on procrastination, but there are significant differences in the three dimensions of emotional impact, self reproach and help seeking. There is no significant difference in the dimensions of completing the homework, reviewing the exam, autonomous learning and solving the problem.
【学位授予单位】：南京师范大学
【学位级别】：硕士
【学位授予年份】：2016
【分类号】：B842.1


本文编号：1978770