學(xué)習(xí)困難初中生的心理健康狀況調(diào)查與干預(yù)研究
發(fā)布時(shí)間：2019-01-14 13:15
【摘要】： 目的了解學(xué)習(xí)困難初中生的心理健康狀況及相關(guān)因素,為進(jìn)行心理健康干預(yù)提供參考依據(jù),同時(shí)探討提高學(xué)習(xí)困難初中生心理健康水平的干預(yù)方法和途徑。 方法采用心理健康診斷量表MHT,青少年生活事件量表ASLEC,艾森克人格問卷EPQ(兒童版)調(diào)查105名學(xué)習(xí)困難初中生與105名同性別、同年齡,同年級(jí)學(xué)習(xí)成績中等以上初中生的心理健康狀況;將24名愿意參加心理健康干預(yù)實(shí)驗(yàn)的學(xué)習(xí)困難初中生隨機(jī)等分為實(shí)驗(yàn)組和對(duì)照組,對(duì)實(shí)驗(yàn)組進(jìn)行為期3個(gè)月的心理健康干預(yù)實(shí)驗(yàn),對(duì)照組不做任何處理,在實(shí)驗(yàn)前后用同樣的量表對(duì)兩組被試進(jìn)行實(shí)驗(yàn)前測、實(shí)驗(yàn)后測和實(shí)驗(yàn)結(jié)束一個(gè)月追蹤后測,并作對(duì)比分析。 結(jié)果學(xué)困組在MHT總分、學(xué)習(xí)焦慮、對(duì)人焦慮、自責(zé)傾向和沖動(dòng)傾向維度上評(píng)分高于正常組,有不同程度的顯著性差異(P㩳0.01或P㩳0.05);其他各維度兩組間差異無顯著性。學(xué)困組在EPQ的N分量表上得分高于正常組,有非常顯著性差異(P㩳0.01),其余三個(gè)分量表評(píng)分差異均無顯著性。學(xué)困組在ASLEC總分、人際關(guān)系、學(xué)習(xí)壓力、受懲罰、其它評(píng)分上高于正常組,有不同程度的顯著性差異(P㩳0.05或P㩳0.01)),其余的因子兩組間差異無統(tǒng)計(jì)學(xué)意義。學(xué)困組MHT與ASLEC的相關(guān)分析表明:MHT總分、學(xué)習(xí)焦慮、對(duì)人焦慮、過敏傾向與健康適應(yīng)相關(guān)不顯著,身體癥狀與喪失相關(guān)不顯著,恐怖傾向與人際關(guān)系、學(xué)習(xí)壓力、喪失、健康適應(yīng)、ASLEC總分相關(guān)不顯著;其余的因子及總分間有不同程度的正相關(guān)。學(xué)困組MHT與EPQ的相關(guān)分析表明:MHT總分和各維度與神經(jīng)質(zhì)存在極顯著的正相關(guān);孤獨(dú)傾向與精神質(zhì)存在極顯著的正相關(guān),與內(nèi)外向存在極顯著的負(fù)相關(guān);自責(zé)傾向與內(nèi)外向有顯著的負(fù)相關(guān);身體癥狀與精神質(zhì)有顯著的正相關(guān),沖動(dòng)傾向與精神質(zhì)有顯著的正相關(guān)。學(xué)困組心理健康狀態(tài)與生活事件及個(gè)性的多元逐步回歸分析結(jié)果顯示其他、人際關(guān)系、學(xué)習(xí)焦慮及神經(jīng)質(zhì)是影響學(xué)困生心理健康的重要因素。 經(jīng)過心理干預(yù)后,實(shí)驗(yàn)組MHT各維度評(píng)分和總分、ASLEC總分以及N分量表評(píng)分低于對(duì)照組,差異有非常顯著性意義(P㩳0.01),其余的項(xiàng)目評(píng)分差異則無統(tǒng)計(jì)學(xué)意義(P㧐0.05)。實(shí)驗(yàn)組MHT后測和追蹤后測評(píng)分低于前測,MHT各因子分和總分有不同程度的顯著性差異(P㩳0.01或P㩳0.05);追蹤后測MHT總分低于后測,有顯著性差異(P㩳0.05),但各因子分差異均并未達(dá)到顯著性。ASLEC總分后測和追蹤后測評(píng)分均低于前測,具有非常顯著性差異(P㩳0.01),但追蹤后測與后測相比評(píng)分差異未達(dá)到顯著性(P㧐0.05)。EPQ中的N分量表后測和追蹤后測評(píng)分低于前測,差異有不同程度的顯著性(P㩳0.05或P㩳0.01),其他分量表前測、后測,追蹤后測評(píng)分差異沒有顯著性。對(duì)照組追蹤后測ASLEC總分評(píng)分高于前測,差異有顯著性(P㩳0.05),但其余評(píng)分差異均沒有顯著性(P㧐0.05)。干預(yù)結(jié)束后,實(shí)驗(yàn)組的語文成績高于對(duì)照組,有非常顯著性差異(P㩳0.01),數(shù)學(xué)和英語成績差異無顯著性(P㧐0.05)。 結(jié)論學(xué)習(xí)困難初中生的整體心理健康狀態(tài)差于正常組學(xué)生,主要體現(xiàn)在學(xué)習(xí)焦慮、對(duì)人焦慮、自責(zé)傾向和沖動(dòng)傾向方面。在個(gè)性的情緒穩(wěn)定性方面差于正常組學(xué)生。經(jīng)歷的負(fù)面生活事件影響大于正常組學(xué)生,主要體現(xiàn)在人際關(guān)系、學(xué)習(xí)壓力、受懲罰、其他4個(gè)因子上。心理健康狀態(tài)與個(gè)性及負(fù)面生活事件的影響有一定的相關(guān)。學(xué)習(xí)壓力、人際關(guān)系、情緒穩(wěn)定性及其他方面可能是影響學(xué)習(xí)困難學(xué)生心理健康的主要因素,需要及早給予干預(yù)。以個(gè)體心理干預(yù)為主的綜合心理干預(yù)改善了實(shí)驗(yàn)組學(xué)生的心理健康狀態(tài),減輕了負(fù)面生活事件的影響程度,提高了情緒穩(wěn)定性以及語文成績。因此,這種心理健康干預(yù)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,
【學(xué)位授予單位】：安徽醫(yī)科大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：B844.2
本文編號(hào)：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,
【學(xué)位授予單位】：安徽醫(yī)科大學(xué)
【學(xué)位級(jí)別】：碩士
【學(xué)位授予年份】：2009
【分類號(hào)】：B844.2
【引證文獻(xiàn)】
相關(guān)碩士學(xué)位論文 前4條
1 柯婧;初中學(xué)業(yè)不良學(xué)生心理彈性及其影響因素研究[D];陜西師范大學(xué);2011年
2 欒景紅;高中生物學(xué)困生的成因分析及對(duì)策研究[D];延邊大學(xué);2011年
3 夏麗;學(xué)習(xí)困難初中生社會(huì)行為及教育對(duì)策研究[D];東北師范大學(xué);2011年
4 黃玉花;八年級(jí)數(shù)學(xué)診斷性測驗(yàn)的編制與研究[D];贛南師范學(xué)院;2013年
，本文編號(hào)：2408729
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