小学生应对同伴冲突自我监控训练的实验研究

An Experimental Study of Self-monitoring Training on Coping with Peer Conflicts for Pupils

目的探索提高小学生同伴冲突应对能力的方法。方法采用2×2因素实验设计,运用自我监控的问题解决模式对106名三、五年级小学生(实验组)进行同伴冲突应对能力的训练,另101名三、五年级小学生为对照组,采用儿童社交问题解决访谈提纲和小学生社交技能教师评定量表于实验前后对两组学生施测。结果经过自我监控训练后,在解决冲突的有效性上,三年级实验组有显著提高(9.58±1.60/8.12±2.36,t=3.846,P<0.01),在解决冲突的适应性上,三、五年级实验组均有显著提高(10.52±1.87/7.96±2.44,t=6.612,P<0.01;11.02±1.65/7.54±2.44,t=9.561,P<0.01);教师评定的结果表明,训练后三、五年级实验组处理冲突的能力均有显著提高(29.35±1.70/26.62±4.66,t=4.063,P<0.01;31.59±2.73/27.59±4.39,t=6.147,P<0.01)。结论自我监控训练是一种有效提高小学生同伴冲突应对能力的方法。

Objective： To find a valid intervention method to promote children＇s ability to cope with peer conflicts. Methods： This research took the 2 × 2 factors experimental design. The experimental groups （ Grade Three and Grade Five ） received 3 months＇self-monitoring training and the control groups got the normal schooling. Results： After the self-monitoring training, the experimental group of Grade Three made a great improvement （9.58±1.60/8.12±2.36,t=3.846,P〈0.01） on the effective of solving the peer conflicts, and the score of both the experimental groups （ Grade Three and Grade Five） had significant increase on the adaptability of solving the peer conflicts （10.52±1.87/7.96±2.44,t=6,612,P〈0.01;11.02±1.65/7.54±2.44,t=9.561,P〈0.01）; The score of teachers＂ evaluation showed, after training, both the experimental groups＇（ Grade Three and Grade Five） ability of sol- ving peer conflicts had significant increase （29.35±1.70/26.62±4.66,t=4.063,P〈0.01;31.59±2.73/27.59±4.39,t=6.147,P〈0.01） . Conclusion： self-monitoring training is indeed a valid intervention method to promote children＇s ability to cope with peer conflicts.