学习不良青少年学业情绪的整合性干预研究

The Integrated Intervention about Academic Emotions for Adolescents with Learning Disabilities

本研究以358名青少年(其中学习不良学生52人)为对象,采用实验组对照组前后测准实验设计,运用情绪性教学与评价、学业情绪调节训练、个别心理辅导等干预方法,考察了整合性学业情绪干预对学习不良青少年和全体青少年学业成就的影响。结果表明:①干预班学习不良及全体学生的积极学业情绪显著多于对照班,消极低唤醒学业情绪显著少于对照班;②干预班学习不良及全体青少年的学业成就显著高于对照班。

This paper is to examine the impact of integrated interventions with academic emotions on the academic achievements of adolescents with learning disabilities. 358 high school students(including 52 learning disabilities) participated in the research, and para-experimental design with an experimental group and a control group was administrated.Intervention strategies included emotional instruction and appraisement, academic emotion regulation training and individual counseling.The results showed that:①Students with or without learning disabilities in the intervention class had more positive academic emotions and fewer low-arousal negative academic emotions than adolescents in the normal class;②all the students in the intervention class had higher achievement performance than those in the normal class.