高焦虑初二学生的归因训练实验研究

Attributive Training in Junior School Students with High-level Anxiety

目的:探讨归因训练对高焦虑水平初中生的考试归因和焦虑水平的影响。方法:采用问卷和实验相结合的方法。采用中学生考试归因量表和状态焦虑量表对随机选取的761名初二学生进行前测,将归因不适当的82名高焦虑者采用性别和学习水平1∶1分层的原则随机分为实验组和对照组各35人,对实验组进行为期六周共九次的归因训练,每次干预人员均与对照组学生进行言语交流,但不进行归因指导。归因训练后对两组进行后测。结果:两组前测考试归因量表和状态焦虑量表评分差异均无统计学显著性。后测评分比较:①原因归因方面:在成功的情境下,训练后实验组的心境(2.5±0.4/2.7±0.4,t=-2.75,P=0.007)、能力(2.4±0.4/2.7±0.5,t=-3.05,P=0.002)、持久努力(2.2±0.4/2.4±0.4,t=-2.40,P=0.017)得分低于对照组,临时努力(2.7±0.5/2.3±0.6,t=3.48,P<0.001)和任务难度(2.7±0.4/2.5±0.3,t=2.44,P=0.020)得分高于对照组;在失败的情境下,训练后实验组的持久努力(3.1±0.7/3.6±0.9,t=-2.93,P=0.005)得分低于对照组。②期望变化方面:训练后实验组在成功情境(1.3±0.6/1.9±0.8,t=-3.75,P<0.001)和失败情境下(1.5±0.7/2.0±1.0,t=-2.49,P=0.028)努力倾向得分均低于对照组。③情感反应方面:成功情境下,训练后实验组自豪(2.6±0.9/3.1±1.2,t=-2.04,P=0.037)得分低于对照组;失败情境下,训练后实验组内疚(2.3±0.7/2.8±1.2,t=-2.38,P=0.026)得分低于对照组,而沮丧(3.1±1.1/2.5±0.9,t=2.49,P=0.018)得分高于对照组。④训练后实验组的焦虑得分高于对照组(2.1±0.2/1.8±0.2,t=6.20,P=0.006)。结论:归因训练后,初二学生的归因倾向有了积极的转变并在一定程度上减缓了其高焦虑水平。

Objective： To explore the effect of attributive training on middle school students with high level of anxiety. Methods： Based on the extensive survey of middle school students about the attributive trends and the anxiety levels, this study selected some students with high level of anxiety and inappropriate attribution as subjects and divided them into two groups at random. There were 35 subjects for each group （ experimental group and control group） . Resuits： （1）Compared with control group, the experimental group had lower scores in mood （2. 5 ±0.4/2.7 ±0. 4, t = - 2.75, P = 0. 007 ）, ability （ 2.4 ± 0. 4/2. 7 ± 0. 5, t = - 3.05, P = 0. 002） and lasting efforts （ 2. 2 ± 0. 4/2.4 ± 0.4, t= -2.40, P=0.017） , and higher scores in temporary efforts （2.7 ±0.5/2.3 ±0.6, t =3.48, P =0.000） and task difficulty （ 2.7 ±0. 4/2. 5 ±0. 3, t = 2. 44, P =0. 020） under successful attribution circumstance; the experimental group had lower scores in lasting efforts （ 3.1 ± 0.7/3.6 ± 0. 9, t = - 2. 93, P = 0. 005 ） under failed attribution circumstance. （2） Compared with control group, the experimental group had lower scores in efforts tendency under successful （ 1.3 ± 0. 6/1.9 ± 0. 8, t = - 3.75, P = 0. 000 ） and failed attribution circumstances （ 1.5 ± 0. 7/2.0 ± 1.0, t = - 2.49, P = 0. 028 ） . （3） Compared with control group, the experimental group had lower scores in pride （ 2. 6 ± 0. 9/3.1 ＋ 1.2, t = - 2. 04, P = 0. 037 ） under successful attribution circumstance and lower scores in guilt（ 2.3 ± 0. 7/2.8 ± 1.2, t = - 2. 38, P = 0. 026） and higher scores in depression （ 3. 1 ± 1.1/2. 5 ± 0. 9, t = 2. 49, P =0. 018） under failed attribution circumstance. （4）Through the attributive train, the anxiety level of experimental group was higher than that of control group （2. 1 ±0. 2/1.8 ±0. 2, t =0. 20, P =0. 006） . Conclusion： The attributive train switched improper attribution of experimental group to proper attribution and lowered the high level of anxiety to a certain degree.