心理辅导结合自适应训练缓解中学生学习疲劳的累积

Accumulation on learning tiredness relieving during psychological guidance combining with adaptation training

目的:探讨心理辅导结合自适应训练对中学生学习疲劳的缓解效果。方法:采用实验组对照组前后测设计。首先,使用《中学生学习疲劳自评量表》筛选出80名学习疲劳被试;然后,将两组被试随机分成两组(每组40人),并随机分配到实验组和对照组进行实验研究。其中,实验组接受为期两周共10次的疲劳缓解训练(心理辅导结合自适应训练),控制组不接受任何训练。结果:经过疲劳缓解训练的被试在所有因子得分上均显著低于前测;实验组对照组前后测差异比较中,学习疲劳总分及各个因子得分差异均达到显著性水平。结论:心理辅导结合自适应训练对中学生学习疲劳具有一定的缓解作用。

To explore the effect on learning tiredness relieving during psychological guidance combining with adaptation training. Methods： This study adopted experimental group-control group front and back measurement design. First, we screened out 80 learning tiredness students from middle school students through learning tiredness self-rating depression scale. Then 80 students were randomly divided into two groups （n = 40）, and randomly assigned to experimental group and control group to experiment. In the experiment, experimental group accepted learning tiredness relieving training for two weeks amount to 10 times, but control group didn＇t accept any training. Results： All of the factor scores on the students who accept learning tiredness relieving training were outstanding less than before measurement scores; The difference comparison for front and back measurement scores between experimental group and control group, the learning tiredness total points and each factor scores all reached to significant level. Conclusion： The psychological guidance combining with adaptation training had certain relieving effect on learning tiredness.