元认知干预训练对小学随迁儿童心理健康和英语学业成绩的影响

Effect of metacognitive intervention training on mental health and English academic performance of primary school migrant children

目的探讨元认知干预训练对小学随迁儿童心理健康和英语学业成绩的影响。方法选取上海市嘉定区1所农村小学四年级23名随迁儿童(男14名,女9名)作为实验组,进行元认知英语阅读策略训练。另外,选取同年级40名随迁儿童(男24名,女16名)作为对照组,不参与元认知训练。2组儿童均完成英语学科、元认知问卷、抑郁量表、焦虑量表的前后测验。结果前测时实验组英语学业成绩低于对照组,后测时实验组英语学业成绩略高于对照组;2组前测时抑郁量表和焦虑量表得分一致。在实验组,元认知问卷的自我认知、动机信念、策略、计划、监控、调节各维度得分及英语学业成绩,均后测高于前测;抑郁量表和焦虑量表得分,均后测低于前测。结论元认知英语策略阅读训练不仅使随迁儿童的英语学业成绩提高,而且降低了他们的抑郁、焦虑水平,促进了心理健康。

Objective To explore the effect of metacognitive intervention training on mental health and English academic performance of primary school migrant children.Methods Twenty-three grade fourth children(14 boys and 9 girls)from a rural primary school in Jiading District of Shanghai were selected as experimental group for metacognitive training,and 40 accompanying children(24 boys and 16 girls)in the same grade were selected as control group.These children completed the English subject,metacognitive questionnaire,depression scale,anxiety scale before and after the test.Results The English academic performance of the experimental group was lower than that of the control group in the pre-test,and slightly higher than that of the control group in the post-test;the scores of the depression scale and anxiety scale in the two groups were the same.In the experimental group,the scores of self cognition,motivation and belief,strategy,planning,monitoring,regulation,and English academic achievement in the post-test were higher than those in the pre-test;the scores of depression scale and anxiety scale were lower than those of the pre-test.Conclusion Metacognitive English strategy reading training can not only improve the English academic performance of migrant children,but also significantly reduce depression and anxiety,and promote the mental health of migrant children.