团体箱庭干预大学生学习倦怠的效果

The Effectiveness of Group Sandplay Therapy Intervention on Learning Burnout of Undergraduates

对401名大学生施测《学习倦怠量表》,挑选60名学习倦怠高分者,将其中实验组30名等分为5个团体,分别参加8次、每次2小时的团体箱庭干预,运用等组前后测实验设计,以探讨团体箱庭干预大学生学习倦怠的有效性。结果表明,与控制组相比较,团体箱庭干预组《学习倦怠量表》得分显著降低,其学习倦怠的情绪低落、成就感低两方面得到有效改善,但去个性化行为的改变不明显。

401 undergraduates were measured by the Learning Burnout Scale, to explore the effectiveness of group sandplay therapy intervention on learning burnout, 60 students with higher burnout were selected. 30 participants in the experimental group were divided into five equal-groups and received group sandplay therapy for 8 weeks respectively. This was an equal group pre-post experimental design. The results showed： Compared with the con- trol groups, the experimental groups with group sandplay therapy lowered remarkably the score of the Learning Burnout Scale, especially on the dimensions of emotional exhaustion and lack of personal accomplishment, but there was no difference on depersonalizational behavior. Group sandplay plays a positive effect on learning burout of undergraduates, but it is not easy to chang the depersonalizational behavior in short term.