成长性团体辅导影响初中生自我概念的干预实验
发布时间：2018-11-22 15:39
【摘要】：心理学中关于自我概念的研究一直没有间断过，从众多国内外有关研究的结果可以看出，自我概念水平影响人格的形成和发展以及个体心理健康。初中阶段的学生正处于青春期，身心发展具有很大的不平衡性，自我概念也在不断发展。此阶段能否建立起积极的自我概念会关系到其今后进一步的身心成长。因此有必要探讨如何提高初中生的自我概念水平，从而提高其心理健康水平，促进其全面发展。 本研究的目的旨在探讨成长性团体辅导能否有效地提高初中生自我概念水平，在干预实验的基础上寻找一种能有效帮助初中生形成良好自我概念，提高自我概念水平的团体辅导模式。研究首先对初中生自我概念状况进行问卷调查与分析，在综合考查初中生自我概念状况的基础上，采用成长性团体辅导的方式对实验组进行为期八次的实验干预，并与自然成长的对照组进行比较。 具体研究分为两个环节。第一部分：在沧州市某初中学校随机选取初中一年级的两个平行班，共计72人。经由抽签的形式，将A班定为实验组，将B班定为控制组。随后使用《田纳西自我概念量表》对全部被试进行问卷调查，取得两个班分别的前测数据，并对数据进行统计分析。第二部分：对实验组全体成员进行为期八次的成长性团体辅导干预，，而控制组则不接受任何团体辅导，在自然成长环境下自行活动。团体辅导活动每周一次，每次一个半小时，活动后布置家庭作业。在八次成长性团体辅导活动结束一周后，对所有被试进行《田纳西自我概念量表》的后测，对后测数据收集整理并进行统计分析。在此次研究活动全部结束一个月后，对部分实验组成员进行半结构式访谈，收集访谈资料。实验结果的数据处理主要是对实验组前后测数据的分析，以及与对照组的对比，结合访谈报告、家庭作业的分析，综合检测团体辅导对初中生自我概念发展水平的干预效果。 研究所得结论如下： 1、本研究中初中生的自我概念得分较高，总体处于较积极水平。2、男女生在自我批评因子上存在显著差异。3、独生子女与非独生子女，两者在自我概念上不存在显著差异。4、学生干部与非学生干部，在家庭自我、自我满意因子上存在极显著差异，在自我总分上存在显著差异5、学业成绩不同的初中生自我概念中的道德自我、心理自我、自我批评因子上有显著差异。6、实验组学生后测自我概念在大多数因子水平上显著高于前测，说明本研究中设计的旨在提高初中生自我概念的成长性团体辅导是有效的。 综上所述成长性团体辅导模式在初中生提高自我概念水平方面是有效、可行的。这种合理的、可行的成长性团体辅导方案能对初中生心理健康发展起到显著作用，可以为学校心理健康教育提供启发参考。
[Abstract]:The study of self-concept in psychology has not been interrupted. From the results of many studies at home and abroad, we can see that the level of self-concept affects the formation and development of personality and individual mental health. Junior middle school students are in puberty, physical and mental development has a great imbalance, self-concept is also developing. Whether or not a positive self-concept can be established at this stage will be related to its further physical and mental growth in the future. Therefore it is necessary to explore how to improve the level of self-concept of junior high school students so as to improve their mental health and promote their overall development. The purpose of this study is to explore whether the growth group counseling can effectively improve the level of self-concept of junior high school students, and to find a kind of effective self-concept that can help junior high school students to form good self-concept on the basis of intervention experiment. Group counseling model to improve self-concept level. First of all, the self-concept of junior high school students was surveyed and analyzed. On the basis of comprehensive examination of the self-concept of junior high school students, the experimental group intervention was conducted for eight times by means of growth-group counseling. And compared with the natural growth control group. The specific research is divided into two links. The first part: a junior high school in Cangzhou random selection of the first grade of two parallel classes, a total of 72 people. Class A was selected as experimental group and class B as control group by drawing lots. Then the Tennessee Self-Concepts scale was used to survey all the subjects, and the pre-test data of the two classes were obtained, and the data were statistically analyzed. In the second part, the members of the experimental group were treated with growth group counseling for eight times, while the control group did not accept any group counseling. Group tutoring once a week for an hour and a half. Homework is assigned after the activity. One week after eight growth group counseling activities, all subjects were tested with Tennessee Self-Concepts scale, and the post-test data were collected and analyzed statistically. One month after the study, half-structure interviews were conducted among some members of the experimental group, and the data of the interviews were collected. The data processing of the experimental group was mainly about the analysis of the test data before and after the experiment, and the comparison with the control group. In combination with the interview report, the analysis of homework, the intervention effect of group counseling on the level of self-concept development of junior high school students was comprehensively tested. The results are as follows: 1. The scores of self-concept of junior high school students in this study are higher, generally in a more positive level. 2. There are significant differences in self-criticism factors between male and female students. 3. There was no significant difference in self-concept between the two groups. (4) there was a significant difference between student cadres and non-student cadres in family self, self-satisfaction factor, and significant difference in the total score of self (5). There were significant differences in moral self, psychological self, self-criticism factor in the self-concept of junior high school students with different academic achievement. 6. The posttest self-concept of experimental group was significantly higher than that of pre-test at most factor levels. It shows that the group counseling designed in this study is effective to improve the self-concept of junior high school students. To sum up, the growth group counseling model is effective and feasible in improving the level of self-concept of junior high school students. This reasonable and feasible growing group counseling program can play a significant role in the development of mental health of junior high school students and can provide enlightening reference for school mental health education.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B844.2
本文编号：2349783
[Abstract]:The study of self-concept in psychology has not been interrupted. From the results of many studies at home and abroad, we can see that the level of self-concept affects the formation and development of personality and individual mental health. Junior middle school students are in puberty, physical and mental development has a great imbalance, self-concept is also developing. Whether or not a positive self-concept can be established at this stage will be related to its further physical and mental growth in the future. Therefore it is necessary to explore how to improve the level of self-concept of junior high school students so as to improve their mental health and promote their overall development. The purpose of this study is to explore whether the growth group counseling can effectively improve the level of self-concept of junior high school students, and to find a kind of effective self-concept that can help junior high school students to form good self-concept on the basis of intervention experiment. Group counseling model to improve self-concept level. First of all, the self-concept of junior high school students was surveyed and analyzed. On the basis of comprehensive examination of the self-concept of junior high school students, the experimental group intervention was conducted for eight times by means of growth-group counseling. And compared with the natural growth control group. The specific research is divided into two links. The first part: a junior high school in Cangzhou random selection of the first grade of two parallel classes, a total of 72 people. Class A was selected as experimental group and class B as control group by drawing lots. Then the Tennessee Self-Concepts scale was used to survey all the subjects, and the pre-test data of the two classes were obtained, and the data were statistically analyzed. In the second part, the members of the experimental group were treated with growth group counseling for eight times, while the control group did not accept any group counseling. Group tutoring once a week for an hour and a half. Homework is assigned after the activity. One week after eight growth group counseling activities, all subjects were tested with Tennessee Self-Concepts scale, and the post-test data were collected and analyzed statistically. One month after the study, half-structure interviews were conducted among some members of the experimental group, and the data of the interviews were collected. The data processing of the experimental group was mainly about the analysis of the test data before and after the experiment, and the comparison with the control group. In combination with the interview report, the analysis of homework, the intervention effect of group counseling on the level of self-concept development of junior high school students was comprehensively tested. The results are as follows: 1. The scores of self-concept of junior high school students in this study are higher, generally in a more positive level. 2. There are significant differences in self-criticism factors between male and female students. 3. There was no significant difference in self-concept between the two groups. (4) there was a significant difference between student cadres and non-student cadres in family self, self-satisfaction factor, and significant difference in the total score of self (5). There were significant differences in moral self, psychological self, self-criticism factor in the self-concept of junior high school students with different academic achievement. 6. The posttest self-concept of experimental group was significantly higher than that of pre-test at most factor levels. It shows that the group counseling designed in this study is effective to improve the self-concept of junior high school students. To sum up, the growth group counseling model is effective and feasible in improving the level of self-concept of junior high school students. This reasonable and feasible growing group counseling program can play a significant role in the development of mental health of junior high school students and can provide enlightening reference for school mental health education.
【学位授予单位】：河北师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B844.2
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