【摘要】： 目的：本研究主要為了探索自我肯定訓(xùn)練對小學(xué)生人際關(guān)系改善的影響效果,并初步建立適合我國學(xué)生的自我肯定訓(xùn)練干預(yù)模式,以作為學(xué)校輔導(dǎo)工作的參考。 方法：本實驗采用招募及提名法,選取金華某小學(xué)五年級學(xué)生20名,男女各10名,分為實驗組和控制組各10名被試,實驗組男生6名,女生4名,控制組男生4名,女生6名。采用事前、事后控制組實驗設(shè)計。使用研究者設(shè)計的自我肯定訓(xùn)練課程對實驗組被試進(jìn)行連續(xù)的每周一次的團(tuán)體輔導(dǎo),共十次；在團(tuán)體輔導(dǎo)前后,對所有被試進(jìn)行人際關(guān)系量表及標(biāo)準(zhǔn)化的角色扮演測驗。 結(jié)果：1、實驗組與控制組的人際關(guān)系量表前后測成績均未表現(xiàn)出顯著性差異：實驗組t=-0.793,P0.05,控制組t=0.921,P0.05。 2、實驗組與控制組的角色扮演測驗前后測成績均表現(xiàn)出顯著進(jìn)步(實驗組t=-7.369,P0.01；控制組t=-4.865,P0.01)；然后通過協(xié)方差分析又得到實驗組自我肯定性反應(yīng)的進(jìn)步要高于控制組(F(1,17)=4.983,P0.05),這說明自我肯定訓(xùn)練有效地提高了兒童的自我肯定行為。 3、通過協(xié)方差分析對比實驗組男生和女生的自我肯定性反應(yīng),得到男生較女生有更顯著的進(jìn)步(F(1,17)=5.954,P0.05)。 結(jié)論：1、自我肯定訓(xùn)練可以有效地提高兒童的自我肯定反應(yīng),并且能夠幫助他們在認(rèn)知上認(rèn)可自我肯定的內(nèi)涵。 2、小學(xué)生五年級男生較女生在自我肯定訓(xùn)練后能夠表現(xiàn)更多的自我肯定性反應(yīng),這也意味著如果想要使女生更為自我肯定需要付出更多的干預(yù),因為在變的更加自我肯定的過程中,女生承受了更多性別期望的阻力。
[Abstract]:Objective: the purpose of this study was to explore the effect of self-affirmation training on the improvement of interpersonal relationship among primary school students, and to establish a self-affirmation training intervention model suitable for Chinese students, so as to serve as a reference for school guidance. Methods: this experiment adopted the method of recruiting and nominating, selected 20 students of fifth grade in Jinhua primary school, 10 male and 10 male respectively, divided into experimental group and control group, each 10 subjects, experimental group male 6, female 4, control group male 4, female 6. The experimental design of the control group was adopted in advance and afterwards. Using the self-affirmation training course designed by the researchers, the subjects in the experimental group were given a continuous weekly group counseling once a week, a total of ten times. Before and after the group counseling, all the subjects were given interpersonal relationship scale and standardized role-playing test. Results: 1. There was no significant difference in the scores before and after the interpersonal relationship scale between the experimental group and the control group: the experimental group (t) -0.793 (P 0.05), the control group (t) 0.921 (P 0.05). 2, the results of role-playing test in both experimental group and control group showed significant progress before and after the test (test group tnr -7.369g P0.01and control group tr -4.865 P0.01), and the control group showed significant improvement before and after the role-playing test. Then the results of covariance analysis showed that the improvement of self-affirmative response in the experimental group was higher than that in the control group (F (_ (1 / 17) = 4.983 (P0.05), which indicated that self-affirmation training could effectively improve children's self-affirmation behavior. 3. By covariance analysis, the self-positive responses of boys and girls were compared, and the results showed that boys had more significant improvement than girls (F (117) = 5.954g (P0.05). Conclusion: 1. Self-affirmation training can effectively improve children's self-affirmation response and help them to recognize the connotation of self-affirmation. (2) Primary school students in grade five were able to show more positive responses after self-affirmation training than girls, which also meant that more intervention was needed if girls were to be more self-assured. Because in the process of becoming more self-positive, girls bear more resistance to gender expectations.
【學(xué)位授予單位】：浙江師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2010
【分類號】：B844.2

【引證文獻(xiàn)】

相關(guān)碩士學(xué)位論文 前1條

1 張敏;小學(xué)英語教學(xué)中合作學(xué)習(xí)的實驗研究[D];河北師范大學(xué);2012年

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本文編號：2383844