不同认知风格贫困大学生道德自我发展的干预

An Experimental Study of Different Cognitive Styles Poor Undergraduates' Moral Self Development

目的:探讨认知风格及干预策略对贫困大学生道德自我发展的影响。方法:采用认知方式图形测验、大学生道德自我问卷及自编情境故事,对120名贫困大学生进行了干预研究。结果:(1)"情境讨论"的干预方式能够显著提高场依存组贫困大学生的道德自我水平,但对场独立组贫困大学生没有显著影响(t=-2.371,-0.975;P>0.05);(2)"角色扮演"的干预方式对场依存组和场独立组贫困大学生道德自我的提升均有显著效果(t=-2.498,-2.320;P<0.05)。结论 :贫困大学生道德自我水平可以通过团体干预的方式得到提高;认知风格对干预效果具有显著影响。

Objective： To explore the effect of cognitive style and intervention strategy on poor undergraduates＇ moral self development. Methods： To intervene 120 poor undergraduates using CSFT, undergraduates＇ moral self questionnaire and self-editing situation story. Results：The intervention strategy of ＂situation discussing＇could significantly improve the level of dependence group of poor undergraduates＇ moral self （t =-2.371, P 〈 0.05 ） ; But there was no significant impact on independence group of poor undergraduates. The intervention strategy of ＂Role play＂ could significantly improve the level of all of the poor undergraduates＇moral self. （t=-2.498,-2.320;P〈0.05）Conclusion：The poor undergraduates moral self level can be improved by means of group interventions Cognitive style has significant influence on intervention effect.