学习困难初中生的心理健康状况调查与干预研究
发布时间：2019-01-14 13:15
【摘要】： 目的了解学习困难初中生的心理健康状况及相关因素,为进行心理健康干预提供参考依据,同时探讨提高学习困难初中生心理健康水平的干预方法和途径。 方法采用心理健康诊断量表MHT,青少年生活事件量表ASLEC,艾森克人格问卷EPQ(儿童版)调查105名学习困难初中生与105名同性别、同年龄,同年级学习成绩中等以上初中生的心理健康状况;将24名愿意参加心理健康干预实验的学习困难初中生随机等分为实验组和对照组,对实验组进行为期3个月的心理健康干预实验,对照组不做任何处理,在实验前后用同样的量表对两组被试进行实验前测、实验后测和实验结束一个月追踪后测,并作对比分析。 结果学困组在MHT总分、学习焦虑、对人焦虑、自责倾向和冲动倾向维度上评分高于正常组,有不同程度的显著性差异(P㩳0.01或P㩳0.05);其他各维度两组间差异无显著性。学困组在EPQ的N分量表上得分高于正常组,有非常显著性差异(P㩳0.01),其余三个分量表评分差异均无显著性。学困组在ASLEC总分、人际关系、学习压力、受惩罚、其它评分上高于正常组,有不同程度的显著性差异(P㩳0.05或P㩳0.01)),其余的因子两组间差异无统计学意义。学困组MHT与ASLEC的相关分析表明:MHT总分、学习焦虑、对人焦虑、过敏倾向与健康适应相关不显著,身体症状与丧失相关不显著,恐怖倾向与人际关系、学习压力、丧失、健康适应、ASLEC总分相关不显著;其余的因子及总分间有不同程度的正相关。学困组MHT与EPQ的相关分析表明:MHT总分和各维度与神经质存在极显著的正相关;孤独倾向与精神质存在极显著的正相关,与内外向存在极显著的负相关;自责倾向与内外向有显著的负相关;身体症状与精神质有显著的正相关,冲动倾向与精神质有显著的正相关。学困组心理健康状态与生活事件及个性的多元逐步回归分析结果显示其他、人际关系、学习焦虑及神经质是影响学困生心理健康的重要因素。 经过心理干预后,实验组MHT各维度评分和总分、ASLEC总分以及N分量表评分低于对照组,差异有非常显著性意义(P㩳0.01),其余的项目评分差异则无统计学意义(P㧐0.05)。实验组MHT后测和追踪后测评分低于前测,MHT各因子分和总分有不同程度的显著性差异(P㩳0.01或P㩳0.05);追踪后测MHT总分低于后测,有显著性差异(P㩳0.05),但各因子分差异均并未达到显著性。ASLEC总分后测和追踪后测评分均低于前测,具有非常显著性差异(P㩳0.01),但追踪后测与后测相比评分差异未达到显著性(P㧐0.05)。EPQ中的N分量表后测和追踪后测评分低于前测,差异有不同程度的显著性(P㩳0.05或P㩳0.01),其他分量表前测、后测,追踪后测评分差异没有显著性。对照组追踪后测ASLEC总分评分高于前测,差异有显著性(P㩳0.05),但其余评分差异均没有显著性(P㧐0.05)。干预结束后,实验组的语文成绩高于对照组,有非常显著性差异(P㩳0.01),数学和英语成绩差异无显著性(P㧐0.05)。 结论学习困难初中生的整体心理健康状态差于正常组学生,主要体现在学习焦虑、对人焦虑、自责倾向和冲动倾向方面。在个性的情绪稳定性方面差于正常组学生。经历的负面生活事件影响大于正常组学生,主要体现在人际关系、学习压力、受惩罚、其他4个因子上。心理健康状态与个性及负面生活事件的影响有一定的相关。学习压力、人际关系、情绪稳定性及其他方面可能是影响学习困难学生心理健康的主要因素,需要及早给予干预。以个体心理干预为主的综合心理干预改善了实验组学生的心理健康状态,减轻了负面生活事件的影响程度,提高了情绪稳定性以及语文成绩。因此,这种心理健康干预模式是有效可行的。
[Abstract]:Objective To study the mental health status and related factors of the junior high school students in learning, to provide the reference for mental health intervention, and to explore the methods and ways to improve the mental health level of the junior high school students. Methods The mental health of 105 learning-difficult junior middle school students and 105 junior middle school students with the same sex, age and grade were investigated by using the mental health diagnosis scale (MHT), the juvenile life event scale (ASLEC) and the Eysenck Personality Questionnaire (EPQ). The experimental group and the control group were divided into the experimental group and the control group. The experimental group was treated with mental health intervention for 3 months. The control group did not do any treatment, and the two groups were tested with the same scale before and after the experiment. After the pre-test, after the test and the experiment, the test shall be carried out after one month, and the test shall be carried out after the test. Results The scores of the total score of MHT, study anxiety, anxiety, self-blame and impulse tendency were higher than that in the normal group, and there were significant differences (P? 0.01 or P? 0.05), and the other two groups. There was no significant difference between the two groups. The score of the N-component of EPQ was higher than that of the normal group, and there was a very significant difference (P? 0.01), and the remaining three components were scored. There was no significant difference in the scores of ASLEC total score, interpersonal relationship, learning pressure, punishment, and other scores higher than that in the normal group (P? 0.05 or P? 0.01)), and the other factors were different between the two groups. The relevant analysis of the MHT and ASLEC in the sleepy group showed that the total score of the MHT, the learning anxiety, the anxiety of the person, the sensitivity to the allergy and the health adaptation were not significant, the symptoms and the loss of the body were not significant, the terror tendency and the interpersonal relationship, the learning pressure, the loss, the health-fit, the ASLEC The total score is not significant; there is no difference between the remaining factors and the total score The correlation between MHT and EPQ showed that the total score of MHT and the dimensions of MHT were positively correlated with the presence of neuroticism. There is a significant negative correlation; there is a significant positive correlation between the physical symptoms and the mental quality, the impulse tendency and the spirit There is a significant positive correlation. The results of multiple stepwise regression analysis of mental health status and life events and personality of the sleepy group show that the other, interpersonal relationship, study anxiety and neuroticism are the psychological factors that affect the students' mental health After the psychological intervention, the scores and the total score, the total score of the ASLEC and the scores of the N components in the experimental group were lower than that of the control group. The mean score of MHT in the experimental group was lower than that of the pre-test, and the scores of MHT and the total score were significantly different (P? 0.01 or P? 0.05). The total score of MHT after the follow-up was lower than that of the post-test, but there was a significant difference (P? 0.05), but the factors There was no significant difference in the scores of ASLEC. After the total score of ASLEC, the post-test and follow-up scores were lower than that before, and there was a very significant difference (P? 0.01), but the difference of the score after follow-up and post-test was not significant (P? 0.05). The post-test and follow-up of N-component in EPQ was lower than that before, and the difference was significant (P? 0).. 05 or P? 0.01), before and after the other components list, and follow-up, follow-up and follow-up There was no significant difference in the post-evaluation scores. The score of ASLEC in the control group was higher than that before, and the difference was significant (P <0.05), but none of the other scores were different. Significant difference was found between the experimental group and the control group after the intervention (P? 0.05). Significance (P? 0.05). Conclusion The overall mental health status of the junior middle school students in learning is poor in the normal group, which is mainly reflected in the study anxiety. The tendency of people to worry, blame, and urge. The emotional stability of the students is worse than that of the normal group. The negative life events experienced by the students are larger than those in the normal group, which are mainly reflected in the interpersonal relationship and the study. Study pressure, punishment, and other 4 factors. Mental health status and personality and The effects of negative life events are related. Learning pressure, interpersonal relationship, emotional stability and other aspects may be the psychological health of students with difficulty in learning The main factors of the control group need to be given early intervention. The comprehensive psychological intervention based on the individual psychological intervention improves the mental health status of the students in the experimental group and reduces the degree of the negative life events. so that the emotional stability and the Chinese performance are improved,
【学位授予单位】：安徽医科大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：B844.2
本文编号：2408729
[Abstract]:Objective To study the mental health status and related factors of the junior high school students in learning, to provide the reference for mental health intervention, and to explore the methods and ways to improve the mental health level of the junior high school students. Methods The mental health of 105 learning-difficult junior middle school students and 105 junior middle school students with the same sex, age and grade were investigated by using the mental health diagnosis scale (MHT), the juvenile life event scale (ASLEC) and the Eysenck Personality Questionnaire (EPQ). The experimental group and the control group were divided into the experimental group and the control group. The experimental group was treated with mental health intervention for 3 months. The control group did not do any treatment, and the two groups were tested with the same scale before and after the experiment. After the pre-test, after the test and the experiment, the test shall be carried out after one month, and the test shall be carried out after the test. Results The scores of the total score of MHT, study anxiety, anxiety, self-blame and impulse tendency were higher than that in the normal group, and there were significant differences (P? 0.01 or P? 0.05), and the other two groups. There was no significant difference between the two groups. The score of the N-component of EPQ was higher than that of the normal group, and there was a very significant difference (P? 0.01), and the remaining three components were scored. There was no significant difference in the scores of ASLEC total score, interpersonal relationship, learning pressure, punishment, and other scores higher than that in the normal group (P? 0.05 or P? 0.01)), and the other factors were different between the two groups. The relevant analysis of the MHT and ASLEC in the sleepy group showed that the total score of the MHT, the learning anxiety, the anxiety of the person, the sensitivity to the allergy and the health adaptation were not significant, the symptoms and the loss of the body were not significant, the terror tendency and the interpersonal relationship, the learning pressure, the loss, the health-fit, the ASLEC The total score is not significant; there is no difference between the remaining factors and the total score The correlation between MHT and EPQ showed that the total score of MHT and the dimensions of MHT were positively correlated with the presence of neuroticism. There is a significant negative correlation; there is a significant positive correlation between the physical symptoms and the mental quality, the impulse tendency and the spirit There is a significant positive correlation. The results of multiple stepwise regression analysis of mental health status and life events and personality of the sleepy group show that the other, interpersonal relationship, study anxiety and neuroticism are the psychological factors that affect the students' mental health After the psychological intervention, the scores and the total score, the total score of the ASLEC and the scores of the N components in the experimental group were lower than that of the control group. The mean score of MHT in the experimental group was lower than that of the pre-test, and the scores of MHT and the total score were significantly different (P? 0.01 or P? 0.05). The total score of MHT after the follow-up was lower than that of the post-test, but there was a significant difference (P? 0.05), but the factors There was no significant difference in the scores of ASLEC. After the total score of ASLEC, the post-test and follow-up scores were lower than that before, and there was a very significant difference (P? 0.01), but the difference of the score after follow-up and post-test was not significant (P? 0.05). The post-test and follow-up of N-component in EPQ was lower than that before, and the difference was significant (P? 0).. 05 or P? 0.01), before and after the other components list, and follow-up, follow-up and follow-up There was no significant difference in the post-evaluation scores. The score of ASLEC in the control group was higher than that before, and the difference was significant (P <0.05), but none of the other scores were different. Significant difference was found between the experimental group and the control group after the intervention (P? 0.05). Significance (P? 0.05). Conclusion The overall mental health status of the junior middle school students in learning is poor in the normal group, which is mainly reflected in the study anxiety. The tendency of people to worry, blame, and urge. The emotional stability of the students is worse than that of the normal group. The negative life events experienced by the students are larger than those in the normal group, which are mainly reflected in the interpersonal relationship and the study. Study pressure, punishment, and other 4 factors. Mental health status and personality and The effects of negative life events are related. Learning pressure, interpersonal relationship, emotional stability and other aspects may be the psychological health of students with difficulty in learning The main factors of the control group need to be given early intervention. The comprehensive psychological intervention based on the individual psychological intervention improves the mental health status of the students in the experimental group and reduces the degree of the negative life events. so that the emotional stability and the Chinese performance are improved,
【学位授予单位】：安徽医科大学
【学位级别】：硕士
【学位授予年份】：2009
【分类号】：B844.2
【引证文献】
相关硕士学位论文 前4条
1 柯婧;初中学业不良学生心理弹性及其影响因素研究[D];陕西师范大学;2011年
2 栾景红;高中生物学困生的成因分析及对策研究[D];延边大学;2011年
3 夏丽;学习困难初中生社会行为及教育对策研究[D];东北师范大学;2011年
4 黄玉花;八年级数学诊断性测验的编制与研究[D];赣南师范学院;2013年
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