本文選題：初三學(xué)生 + 考試焦慮　； 參考：《云南師范大學(xué)》2016年碩士論文

【摘要】：為了延伸和拓展考試焦慮團體心理輔導(dǎo)的相關(guān)研究,并為學(xué)生提供考試心理調(diào)適的實證依據(jù)。因此,本研究針對初三學(xué)生復(fù)習(xí)應(yīng)考策略和考試焦慮現(xiàn)狀展開調(diào)查,根據(jù)調(diào)查的結(jié)果及以往考試焦慮的相關(guān)研究設(shè)計出一套完整的干預(yù)手冊,以期通過使用手冊提高學(xué)生的復(fù)習(xí)應(yīng)考策略、降低學(xué)生的考試焦慮,從而提高學(xué)生的考試成績。本研究采用質(zhì)性研究、問卷調(diào)查和實驗設(shè)計的方法,以云南師范大學(xué)附屬世紀金源學(xué)校2016級初三學(xué)生為研究對象,利用鄭日昌的《考試焦慮診斷量表》與本方向編制并修訂的《學(xué)習(xí)策略問卷復(fù)習(xí)應(yīng)考策略問卷》測查初三學(xué)生的復(fù)習(xí)應(yīng)考策略現(xiàn)狀,探討復(fù)習(xí)應(yīng)考策略與考試焦慮的關(guān)系;并根據(jù)對資深心理學(xué)教授初高考學(xué)生小組輔導(dǎo)作業(yè)、錄音的整理,提煉總結(jié)出適合初三學(xué)生使用的復(fù)習(xí)應(yīng)考策略和考試心理調(diào)整方法,編制出一套行之有效的團體輔導(dǎo)手冊,即《復(fù)習(xí)應(yīng)考策略缺乏型考試焦慮團體輔導(dǎo)手冊》;最后使用《學(xué)習(xí)策略問卷復(fù)習(xí)應(yīng)考策略問卷》和《考試焦慮診斷量表》篩選出初三學(xué)生中復(fù)習(xí)應(yīng)考策略缺乏且考試焦慮高的學(xué)生,采用實驗組-對照組前后測實驗設(shè)計,對實驗組采用《復(fù)習(xí)應(yīng)考策略缺乏型考試焦慮團體輔導(dǎo)手冊》進行干預(yù),對照組不做處理,進行手冊有效性的驗證。研究結(jié)果:(1)初三學(xué)生的復(fù)習(xí)應(yīng)考策略在男女、(非)獨生子女、家庭所在地、經(jīng)濟狀況、父母親文化程度方面不存在顯著差異,在家庭關(guān)系氛圍上存在顯著差異;復(fù)習(xí)應(yīng)考心理與考試焦慮呈顯著負相關(guān)。(2)《復(fù)習(xí)應(yīng)考策略缺乏型考試焦慮團體輔導(dǎo)手冊》包括8次輔導(dǎo),每次75分鐘,每組10-15人,輔導(dǎo)的過程包括熱身、檢查作業(yè)、主題活動、結(jié)束活動。輔導(dǎo)重點在于提升學(xué)生的復(fù)習(xí)應(yīng)考策略,包括提升1.復(fù)習(xí)策略;2.解題策略;3.應(yīng)考策略;4.記憶策略,改變學(xué)生的不合理認知,正確認識考試、正確認識考試焦慮,為自己制定有針對性的考試預(yù)案。(3)使用《復(fù)習(xí)應(yīng)考策略缺乏型考試焦慮團體輔導(dǎo)手冊》進行團體輔導(dǎo)后,實驗組的復(fù)習(xí)應(yīng)考策略顯著高于對照組,考試焦慮得分相比對照組降低了11分,學(xué)習(xí)成績也顯著高于對照組。成員對每個單元的評分都在3.5分以上,整期滿意度評分在80分以上的占總?cè)藬?shù)的92%。通過8次輔導(dǎo),團體成員主要的收獲是學(xué)習(xí)技能。研究結(jié)論:《復(fù)習(xí)應(yīng)考策略缺乏型考試焦慮團體輔導(dǎo)手冊》的編制具有一定的科學(xué)性與指導(dǎo)性,該手冊能夠提高復(fù)習(xí)應(yīng)考策略缺乏型考試焦慮學(xué)生的復(fù)習(xí)應(yīng)考策略并降低其考試焦慮,提高考試成績。
[Abstract]:In order to extend and expand the relevant research of group psychological counseling of test anxiety, and to provide the empirical basis for students to adjust to the examination psychology.Therefore, this research aims at the third grade students review examination strategy and the examination anxiety present situation to carry on the investigation, according to the investigation result and the previous examination anxiety correlation research design a set of complete intervention manual.The purpose of this paper is to improve the students' examination strategies, reduce the students' test anxiety, and improve the students' test scores by using the manual.This study adopts qualitative research, questionnaire survey and experimental design to study the junior high school students of Grade 2016 of Jinyuan School affiliated to Yunnan normal University.Using Zheng Richang's Test anxiety Diagnostic scale and the revised Learning Strategy questionnaire, the present situation of the students' review and examination strategies was investigated, and the relationship between the review strategy and the test anxiety was discussed.According to the collation of the group tutoring and recording of the senior psychology professor, the author summarizes the review and examination strategies and psychological adjustment methods suitable for the junior high school students, and compiles a set of effective group tutoring manual.In the end, we use the Learning Strategy questionnaire to review the examination strategies questionnaire and the examination anxiety Diagnostic scale to screen out the lack of review and examination strategies among the junior high school students.Students with high test anxiety,The experiment design before and after the test was adopted in the experimental group and the group guide manual of group anxiety was used to intervene in the experimental group. The control group did not deal with it and the validity of the manual was verified.Results: (1) there was no significant difference between male and female students in the aspects of only child, family location, economic status and parents' education level, but there was significant difference in the atmosphere of family relationship between junior high school students and junior high school students.There was a significant negative correlation between the psychology of examination examination and the anxiety of examination. 2) the manual of group counseling for examination anxiety of lack of examination strategy included 8 sessions of 75 minutes each group of 10-15 people. The process of counseling included warm-up, examination work, theme activities, etc.Conclusion of activitiesCounseling focuses on improving students' review strategies, including promotion 1.Review strategy 2.The strategy for solving problems is 3.The strategy of taking the examination is 4.Memory strategies to change students' irrational cognition, correct understanding of examinations, correct understanding of test anxiety,In order to make a specific test plan for oneself, the group counseling manual of "review and examination strategy deficiency type test anxiety group guidance" was used, the review and examination strategy of the experimental group was significantly higher than that of the control group.Compared with the control group, the scores of test anxiety decreased by 11 points, and their academic performance was significantly higher than that of the control group.The members scored more than 3.5 for each unit, and 922 for the total number of people who scored more than 80 for the whole period.Through eight tutoring sessions, the main gain for group members is learning skills.The conclusion of the study is that the compilation of Group Counseling Manual for examination anxiety, which is lack of examination strategies, is scientific and instructive to a certain extent.The manual can improve the students' review strategies and reduce their test anxiety and improve their test scores.
【學(xué)位授予單位】：云南師范大學(xué)
【學(xué)位級別】：碩士
【學(xué)位授予年份】：2016
【分類號】：B842.6

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