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目的研究3.3.3认知策略训练对小学生心理行为的影响,为小学生心理行为干预提供理论依据。方法整群抽取武汉市1所小学同年级2个班58名学生,分别作为实验组和对照组,对实验组儿童进行3.3.3认知策略训练,对照组儿童则不进行相关训练。采用Conners父母问卷和Achenbach儿童行为量表(家长用表)评定训练前后实验组、对照组儿童心理行为变化。结果干预后,Conners父母问卷调查结果显示,在品行问题、学习问题上实验组比对照组得分减少明显,差异有统计学意义(P<0.05),2组总的行为得分变化差异无统计学意义(P>0.05);Achenbach儿童行为量表结果显示,男生实验组比对照组社会退缩行为明显减少,差异有统计学意义(P<0.05);女生实验组各因子得分降低幅度与对照组相比较差异无统计学意义(P>0.05)。结论 3.3.3认知策略训练对儿童品行问题和学习问题的改善有积极作用,对男生减少社会退缩行为有促进作用,但对儿童行为问题总的改变效果不明显,提示今后对儿童的行为问题的干预要综合进行。
Objective 3.3.3 The impact of cognitive strategy training on pupils ’psychological behavior, providing a theoretical basis for primary school students’ psychological behavior intervention. Methods A total of 58 students in two classes of the same grade in a primary school in Wuhan were selected as the experimental group and the control group respectively. The 3.3.3 cognitive strategies were used to train the experimental group children while the control group children were not trained. The Conners Parents Questionnaire and Achenbach Children’s Behavior Scale (Parental Table) were used to assess the changes of psychological behavior in experimental group and control group before and after training. Results After the intervention, the results of Conners parents survey showed that in the conduct problems and learning problems, the score of experimental group decreased significantly compared with that of control group (P <0.05), and there was no significant difference in total behavioral score between the two groups (P> 0.05). The results of Achenbach’s Child Behavior Checklist showed that the social withdrawal behavior of male students in experiment group was significantly lower than that of control group (P <0.05), and the decrease rate of each factor in female experimental group was significantly lower than that in control group The difference was not statistically significant (P> 0.05). Conclusion 3.3.3 The training of cognitive strategies has a positive effect on the improvement of children’s conduct and learning problems, and has a positive effect on reducing the social withdrawal behavior of boys, but the overall effect on children’s behavioral problems is not obvious, suggesting that children’s behavioral problems The intervention should be integrated.