高一学生自我接纳的团体辅导干预研究

发布时间：2018-08-09 14:45

【摘要】：自我接纳,是指个体对自身现状的主观接受,并能够正视客观现状,了解自身价值。本研究的主要目的是考察团体辅导对高一学生自我接纳的干预效果。首先,使用高文凤于1999年编制的《自我接纳问卷》(SAQ)对盘锦市某高中两个班的60名高一学生进行问卷调查,了解高一学生自我接纳的性别差异。其次,对研究被试进行团体辅导的干预实验。将两个班级进行自我接纳问卷的检测,确定为同质性班级后,将1个班作为实验班,另1个班作为对照班。根据理性情绪疗法和积极心理学等理论设计出《高一学生自我接纳的干预方案》,对其进行每周一次的团体辅导。干预结束后,通过对实验班和对照班前后测的结果进行t检验和重复测量方差分析,从量化分析的角度来分析自我接纳干预方案对高一学生自我接纳水平的干预效果。研究结果表明:(1)高一学生自我接纳量表总分及其各因子之间无显著的性别差异。(2)实验班在干预前后自我接纳因子及自我接纳总分差异显著,自我评价因子不显著,延时后测的自我接纳总分及自我接纳、自我评价因子均显著;对照班在干预前后自我接纳的总分及其各因子差异不显著,实验班与对照班在干预前自我接纳总分差异不显著,实验班与对照班在干预后自我接纳总分差异显著。(3)自我接纳干预方案可以有效提升高一学生的自我接纳水平,对自我接纳方面的提升效果显著,对自我评价方面有延时影响。
[Abstract]:Self-acceptance refers to the subjective acceptance of one's own present situation and the ability to face the objective situation and understand one's own value. The main purpose of this study was to investigate the intervention effect of group counseling on self-acceptance of high school students. Firstly, the self-acceptance questionnaire (SAQ), compiled by Gao Wenfeng in 1999, was used to investigate the gender differences of self-acceptance among 60 senior high school students from two classes in Panjin City. Secondly, the intervention experiment of group counseling was carried out. After self-acceptance questionnaire was tested, one class was regarded as experimental class and the other class as control class. According to the theories of rational emotion therapy and positive psychology, the intervention program of self-acceptance of senior high school students was designed, and group counseling was conducted once a week. After the intervention, t test and repeated analysis of variance were carried out on the results before and after the experiment class and the control class, and the intervention effect of the self-acceptance intervention program on the self-acceptance level of the first grade students was analyzed from the angle of quantitative analysis. The results showed that: (1) there was no significant gender difference between the total score of self-acceptance scale and its factors, and (2) there were significant differences in the total scores of self-acceptance and self-acceptance before and after intervention in the experimental class, but no significant difference in self-evaluation factor before and after intervention. The total scores of self-acceptance and self-acceptance of the control class before and after intervention were not significantly different from those of the control class, but there was no significant difference between the experimental class and the control class before and after the intervention, and there was no significant difference in the total scores of self-acceptance and self-acceptance between the experimental class and the control class before the intervention. There were significant differences between the experimental class and the control class in the total scores of self-acceptance after intervention. (3) the self-acceptance intervention program could effectively improve the self-acceptance level of the first grade students, and had a significant effect on self-acceptance, and had a delayed effect on self-evaluation.
【学位授予单位】：沈阳师范大学
【学位级别】：硕士
【学位授予年份】：2017
【分类号】：B848

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