初中生积极情绪、自我效能感和自我决定动机的FFI干预

发布时间：2018-08-31 13:27

【摘要】：前馈面谈(FFI)是源于欣赏性探寻(AI)的一种面对面的深度面谈方式。它能更好地引导个体需要和组织行为之间的协调,揭示了新的组织知识。FFI采用欣赏性的探寻,聚焦个人积极面,帮助个体再次回想过去的成功故事,一起感受有情景记忆细节的高峰体验,鼓励、引导个体总结自己的优势,探索积极行为,认识自己的劣势,并引导被面谈者比较当前状况和近期目标,通过比较产生差异,这个差异促使访谈对象有新的自我认识和产生行动倾向。FFI能改善双方关系,促进个人认知,促进自我发展,触发行动动机。FFI目前主要用于企业人力资源管理中,由于其具有激发个体积极情绪,肯定优势,探索积极行为,促进自我发展而达到管理目标的特点,且该面谈技术简单、易行、易掌握和能让被面谈者感到舒服没压力。而初中学生处于自我意识迅速发展的阶段,FFI能促进访谈对象在自我体验、自我认知和自我控制方面的协调统一,因此,FFI也适用于中学生的学业管理目标。当前研究采用FFI前馈面谈技术作为访谈手段,探索其对初中学生积极情绪、自我效能感和学习自我决定动机的影响。本研究结合FFI草案、FFI面谈注意事项和初中生心理的特点,制定了《初中生FFI访谈提纲》。选取兰州市某中学的42名初二学生作为被试。其中干预组20人,对照组22人。在面谈前对干预组和对照组进行积极情绪、自我效能感和自我决定动机进行前测;对干预组成员进行FFI面谈,并对干预组面谈后进行后测;于两周后对实验组和对照组进行追踪测验,以验证干预的效果和干预的持续时间,并探讨FFI干预对初中生积极情绪,自我效能感和学习自我决定动机的影响。结果显示:(1)干预组学生积极情绪显著增强;(2)干预组学生自我效能感增强;(3)干预组学生自我决定动机显著增强。研究数据结果表明,FFI访谈对改变中学生的情绪、自我效能感和自我决定动机具有重要作用,对中学生学业成绩提高以及学业管理具有重要意义。
[Abstract]:Feedforward interview (FFI) is a kind of face-to-face-depth interview based on appreciative exploration of (AI). It can better guide the coordination between individual needs and organizational behavior, revealing new organizational knowledge. FFI uses appreciative exploration, focuses on the positive side of the individual, and helps individuals to recall past success stories again. To experience peak experiences with situational memory details together, encourage and guide individuals to sum up their strengths, explore positive behaviors, recognize their weaknesses, and guide interviewees to compare the current situation with their immediate goals. This difference makes the interviewees have new self-awareness and action tendency. FFI can improve the relationship between the two sides, promote personal cognition, promote self-development, trigger the action motivation. FFI is mainly used in the enterprise human resources management. Because of its characteristics of stimulating individual positive emotion, affirming superiority, exploring positive behavior, promoting self-development and achieving management goal, the interview technique is simple, easy to carry out, easy to grasp and can make the interviewee feel comfortable without pressure. In the stage of rapid development of self-consciousness, FFI can promote the coordination and unity of self-experience, self-cognition and self-control, so FFFI can also be applied to the goal of academic management of middle school students. The present study uses FFI feedforward interview technique as an interview method to explore its influence on students' positive emotion, self-efficacy and learning self-determining motivation. Based on the FFI draft and the psychological characteristics of junior high school students, the outline of FFI interview for junior high school students was formulated. This paper selects 42 junior high school students from a middle school in Lanzhou as subjects. There were 20 patients in the intervention group and 22 in the control group. The positive emotion, self-efficacy and self-determination motivation were tested before the interview, and the members of the intervention group were interviewed by FFI, and the post-test was performed after the interview between the intervention group and the control group. Two weeks later, the experimental group and the control group were followed up to verify the effect of intervention and the duration of intervention, and to explore the effect of FFI intervention on positive emotion, self-efficacy and learning self-determination motivation of junior high school students. The results showed that: (1) the positive emotion of the students in the intervention group was significantly increased; (2) the self-efficacy of the students in the intervention group was enhanced; (3) the self-determining motivation of the students in the intervention group was significantly increased. The results show that FFI interview plays an important role in changing middle school students' emotion, self-efficacy and self-determining motivation, and it is of great significance to the improvement of academic achievement and academic management of middle school students.
【学位授予单位】：西北师范大学
【学位级别】：硕士
【学位授予年份】：2015
【分类号】：B842.6

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