【摘要】：團(tuán)體認(rèn)知干預(yù)以團(tuán)體的方式，通過整合認(rèn)知重組和暴露等認(rèn)知行為治療技術(shù)等來實(shí)現(xiàn)干預(yù)目的。本研究對象是高三學(xué)生。著重從認(rèn)知入手，利用自編的考試焦慮認(rèn)知因素問卷和鄭日昌考試焦慮診斷量表，調(diào)查高三學(xué)生容易出現(xiàn)的不良認(rèn)知及考試焦慮水平。并運(yùn)用團(tuán)體認(rèn)知干預(yù)的方法編制一套行之有效的團(tuán)體輔導(dǎo)方案，進(jìn)而形成認(rèn)知干預(yù)手冊，在實(shí)驗(yàn)的基礎(chǔ)上驗(yàn)證手冊應(yīng)用的有效性。編制這樣一個手冊，一方面可以豐富考試焦慮干預(yù)的內(nèi)容，另一方面改善學(xué)生的學(xué)習(xí)心態(tài)及考試心態(tài)，并為教師在教學(xué)中滲透心理健康教育提供借鑒及參考。 本研究得出以下結(jié)論： （1）自編的考試焦慮認(rèn)知因素問卷具有合理的信效度。 采用訪談法、問卷調(diào)查法、因素分析等方法對考試焦慮認(rèn)知因素預(yù)調(diào)查進(jìn)行兩次修正之后，最終形成5個維度（自我評價、對高考的認(rèn)識、對考試結(jié)果的預(yù)測、對考場同學(xué)干擾的認(rèn)識、對考場突發(fā)狀況的認(rèn)識）、22個題的考試焦慮認(rèn)知因素正式問卷。該問卷有較為合理的信效度。內(nèi)部一致性系數(shù)為0.895。結(jié)構(gòu)效度上，各維度與測驗(yàn)的總分的相關(guān)在0.6-0.9之間，模型的擬合效果較好。將鄭日昌考試焦慮診斷量表作為效標(biāo)效度，考試焦慮認(rèn)知因素各維度與考試焦慮成中等相關(guān)或者強(qiáng)相關(guān)。 （2）編制出認(rèn)知干預(yù)手冊。 初步構(gòu)造出認(rèn)知干預(yù)手冊的結(jié)構(gòu)，包括前言、認(rèn)知干預(yù)簡介、干預(yù)目標(biāo)、手冊的使用者和認(rèn)知干預(yù)適用對象、認(rèn)知干預(yù)的內(nèi)容、干預(yù)步驟和過程、注意事項(xiàng)、附錄八個部分。利用資料分析法整理預(yù)調(diào)查訪談信息、導(dǎo)師及自身咨詢素材，形成認(rèn)知干預(yù)團(tuán)體輔導(dǎo)手冊的主題庫及建議庫，并在此基礎(chǔ)上針對高三學(xué)生存在的典型不良認(rèn)知形成七次團(tuán)體輔導(dǎo)方案，由此形成完整的認(rèn)知干預(yù)手冊。 （3）驗(yàn)證出認(rèn)知干預(yù)手冊應(yīng)用效果較為有效、可行。 通過問卷分值對比、考試成績對比、團(tuán)體成員活動評價法來驗(yàn)證手冊應(yīng)用效果的有效性。實(shí)驗(yàn)組對照組前后測結(jié)果顯示，實(shí)驗(yàn)組對照組輔導(dǎo)前后考試焦慮分?jǐn)?shù)差值、考試認(rèn)知分?jǐn)?shù)差值存在非常顯著的差異，團(tuán)輔干預(yù)效果明顯。通過對輔導(dǎo)中與輔導(dǎo)前、輔導(dǎo)后與輔導(dǎo)前考試成績增量進(jìn)行差異檢驗(yàn)，，發(fā)現(xiàn)實(shí)驗(yàn)組考試成績有所增加，并且達(dá)到差異顯著性水平。團(tuán)體成員的每次活動反饋，也透露出同學(xué)積極的備戰(zhàn)心理及樂觀的學(xué)習(xí)態(tài)度，間接反映出團(tuán)體輔導(dǎo)效果較好。
[Abstract]:Group cognitive intervention realizes the purpose of intervention by integrating cognitive behavior therapy techniques such as cognitive recombination and exposure in a group way. The object of this study is senior high school students. Starting from cognition, this paper investigates the bad cognition and test anxiety level of senior high school students by using the self-designed questionnaire of cognitive factors of test anxiety and Zheng Richang's diagnostic scale of test anxiety. A set of effective group counseling schemes is compiled by using the method of group cognitive intervention, and then a cognitive intervention manual is formed to verify the effectiveness of the application of the manual on the basis of experiments. On the one hand, the compilation of such a manual can enrich the content of test anxiety intervention, on the other hand, improve students' learning mentality and examination mentality, and provide reference for teachers to infiltrate mental health education into teaching. The conclusions of this study are as follows: (1) the self-designed questionnaire on cognitive factors of test anxiety has reasonable reliability and validity. The methods of interview, questionnaire and factor analysis were used to revise the cognitive factors of test anxiety twice, and finally five dimensions (self-evaluation, understanding of college entrance examination, prediction of test results, understanding of students' interference in examination room, understanding of sudden situation of examination room) and formal questionnaire of cognitive factors of test anxiety were formed. The questionnaire has more reasonable reliability and validity. The internal consistency coefficient is 0.895. In terms of structural validity, the correlation between each dimension and the total score of the test was 0.6 鈮

本文編號：2501133