《认知作业辅导手册》修订及对高三学生考试焦虑的适用性研究
发布时间：2018-12-15 09:23
【摘要】：本文通过质性研究、问卷调查和实验的方法，探讨研究了考试焦虑与考试成绩之间的关系、认知性作业辅导的主题、修订认知性作业辅导手册以及认知性作业辅导手册对高三学生考试焦虑的适用性。修订出一本适合高三考生的，更加规范科学和指导性较强的考试焦虑团体辅导手册，，这不仅对于高三学生考试焦虑的缓解具有重要的作用和意义，另外对于心理学从业人员更加有效的开展考试焦虑团体辅导也是具有极其重要的现实意义。 通过研究得出以下几方面的结论： （1）考试焦虑与生理唤醒、认知因素困扰之间存在显著正相关，认知因素与生理唤醒、学习策略缺乏与学业效能感之间存在显著正相关；考试焦虑与学习策略缺乏、学业效能感之间存在显著性负相关，生理唤醒与学习策略缺乏、学业效能感之间显著负相关，认知因素困扰与学习策略缺乏、学业效能感之间存在显著负相关。 （2）认知因素、生理唤醒和学习策略对考试焦虑具有显著的预测作用，考试焦虑对学业效能感具有显著的预测作用，但是考试焦虑和学业效能感对学业成绩并没有显著的预测作用。 （3）本研究共得出三类认知性作业主题，其分别为：认知认识类、情绪宣泄类和技能技巧类。根据认知性作业主题对认知性作业辅导手册进行修订，共形成了七个单元的辅导内容。 （4）学生对团体辅导的整体满意度比较高，主试和助手反馈认为，团体辅导活动取得了比较好的效果。 （5）在考试焦虑水平上，实验组一、实验组二与对照组相比考试焦虑水平降低显著，实验组一与实验组二之间并不存在显著差异；在学业成绩方面，实验组一、实验组二与对照组并不存在显著性差异，实验组一和实验组二并不存在显著性差异。
[Abstract]:Through qualitative research, questionnaires and experiments, this paper explores the relationship between test anxiety and test scores, and the topic of cognitive homework guidance. Revision of cognitive homework guidance manual and cognitive homework guidance manual for high school students' test anxiety. The revision of a more standardized, scientific and instructive group guidance manual for senior high school students, which is not only of great importance and significance for the alleviation of test anxiety among senior high school students, In addition, it is of great practical significance for psychological professionals to develop group counseling for test anxiety more effectively. The conclusions are as follows: (1) there is a significant positive correlation between test anxiety and physiological arousal, cognitive factor disturbance, cognitive factor and physiological arousal. There is a significant positive correlation between learning strategy deficiency and academic efficacy. There is a significant negative correlation between test anxiety and learning strategies, significant negative correlation between academic efficacy, physiological arousal and learning strategies, significant negative correlation between academic efficacy and cognitive factors, and lack of learning strategies. There is a significant negative correlation between academic efficacy. (2) Cognitive factors, physiological arousal and learning strategies had significant predictive effects on test anxiety, and test anxiety had significant predictive effect on academic efficacy. However, test anxiety and academic efficacy have no significant predictive effect on academic achievement. (3) in this study, three types of cognitive activity themes were obtained, which were cognitive cognition, emotional catharsis and skill skills. According to the topic of cognitive homework, the guide manual of cognitive homework is revised, and seven units of guidance are formed. (4) students' overall satisfaction with group tutoring is high. The main test and assistant feedback think that group counseling activities have achieved better results. (5) in the level of test anxiety, the level of test anxiety in experimental group 1 and experimental group 2 was significantly lower than that in control group, but there was no significant difference between experimental group 1 and experimental group 2; In terms of academic achievement, there was no significant difference between experimental group 1, experimental group 2 and control group, but there was no significant difference between experimental group 1 and experimental group 2.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B844.2
本文编号：2380408
[Abstract]:Through qualitative research, questionnaires and experiments, this paper explores the relationship between test anxiety and test scores, and the topic of cognitive homework guidance. Revision of cognitive homework guidance manual and cognitive homework guidance manual for high school students' test anxiety. The revision of a more standardized, scientific and instructive group guidance manual for senior high school students, which is not only of great importance and significance for the alleviation of test anxiety among senior high school students, In addition, it is of great practical significance for psychological professionals to develop group counseling for test anxiety more effectively. The conclusions are as follows: (1) there is a significant positive correlation between test anxiety and physiological arousal, cognitive factor disturbance, cognitive factor and physiological arousal. There is a significant positive correlation between learning strategy deficiency and academic efficacy. There is a significant negative correlation between test anxiety and learning strategies, significant negative correlation between academic efficacy, physiological arousal and learning strategies, significant negative correlation between academic efficacy and cognitive factors, and lack of learning strategies. There is a significant negative correlation between academic efficacy. (2) Cognitive factors, physiological arousal and learning strategies had significant predictive effects on test anxiety, and test anxiety had significant predictive effect on academic efficacy. However, test anxiety and academic efficacy have no significant predictive effect on academic achievement. (3) in this study, three types of cognitive activity themes were obtained, which were cognitive cognition, emotional catharsis and skill skills. According to the topic of cognitive homework, the guide manual of cognitive homework is revised, and seven units of guidance are formed. (4) students' overall satisfaction with group tutoring is high. The main test and assistant feedback think that group counseling activities have achieved better results. (5) in the level of test anxiety, the level of test anxiety in experimental group 1 and experimental group 2 was significantly lower than that in control group, but there was no significant difference between experimental group 1 and experimental group 2; In terms of academic achievement, there was no significant difference between experimental group 1, experimental group 2 and control group, but there was no significant difference between experimental group 1 and experimental group 2.
【学位授予单位】：云南师范大学
【学位级别】：硕士
【学位授予年份】：2014
【分类号】：B844.2
【参考文献】
相关期刊论文 前10条
1 李文利，钱铭怡;状态特质焦虑量表中国大学生常模修订[J];北京大学学报(自然科学版);1995年01期
2 张翠莲;;高中生人格特征和考试焦虑的相关研究[J];赤峰学院学报(科学教育版);2011年01期
3 陈顺森;张日f;徐洁;;团体箱庭疗法干预初中生考试焦虑的效果[J];心理与行为研究;2006年04期
4 彭明芳;考试焦虑的理性思考[J];重庆交通学院学报(社会科学版);2002年03期
5 李宏亭;;非重点高中学生考试焦虑与学习动机研究[J];重庆文理学院学报(社会科学版);2010年05期
6 刘莹;董云英;周仁来;;高中生考试焦虑程度、原因及表现的调查[J];东南大学学报(哲学社会科学版);2008年S1期
7 张锡萍;符明秋;王洪;;高三学生考试焦虑状况研究[J];保健医学研究与实践;2008年02期
8 徐波;兰文杰;;高三学生考试焦虑与人格特质的相关研究[J];湖北成人教育学院学报;2011年02期
9 施铁如;;写作的心理治疗与辅导:功能、原理及其应用[J];华南师范大学学报(社会科学版);2006年01期
10 王玉芳,林竹,林实;中学生考试前焦虑及其影响因素初探[J];海峡预防医学杂志;2001年02期
本文编号：2380408
本文链接：https://www.wllwen.com/shekelunwen/xinlixingwei/2380408.html
