正念团体训练对初中生拖延行为自尊及自我效能感的影响

Influence of mindfulness group training on procrastination,self-esteem,self-efficacy of middle school students

目的探讨正念团体训练对初中生拖延行为、自尊及自我效能感水平的影响,为初中生心理健康管理提供参考依据。方法采用分层随机抽样法,抽取石家庄市第二十八中学的120名初中生作为研究对象,随机分为观察组与对照组,每组60名。对照组不采取任何干预,观察组采取正念团体训练。训练前和训练后评价两组的五因素正念量表(FFMQ)、非理性拖延量表(IPS)中文版与主动拖延量表(APS)、Rosenberg自尊量表(RSES)、一般自我效能感量表(GSES)评分。结果训练后,观察组的FFMQ量表评分(122.87±18.48)分,高于对照组的(106.55±15.36)分(t=5.26,P<0.05),且观察组的低正念水平率(8.33%)低于对照组(33.33%)(χ^(2)=11.37,P<0.05)。观察组的IPS、APS评分分别为(17.89±4.21)(40.94±9.25)分,低于对照组的(28.67±5.43)(55.64±10.82)分(t值分别为-12.15,-8.00,P值均<0.05);观察组IPS、NAPS高拖延行为率分别为20.00%,23.33%,低于对照组的38.33%,41.67%(χ^(2)值分别为4.88,4.60,P值均<0.05)。观察组的GSES、RSES评分分别为(34.17±3.42)(34.71±4.64)分,高于对照组的(30.09±3.35)(30.23±4.23)分(t值分别为6.60,5.53,P值均<0.05);观察组的低自我效能、低自尊率分别为15.00%,18.33%,低于对照组的33.33%,36.67%(χ^(2)值分别为5.50,5.06,P值均<0.05)。结论正念团体训练有利于提高初中生的正念水平,减轻其拖延行为,改善自尊及自我效能感水平,以提升其身心健康水平。

Objective To explore the influence of mindfulness group training on the procrastination,self-esteem and self-efficacy of middle school students,so as to provide a reference for mental health promotion of middle school students.Methods A total of 120 cases of middle school students selected by the stratified random sampling were randomly divided into observation group and control group,with 60 cases in each group.The control group did not accept any intervention,the observation group accepted mindfulness group training.The Five-factors of Mindfulness Questionnaire(FFMQ),Chinese Irrational Procrastination Scale(IPS)and Active Procrastination Scale(APS),Rosenberg Self-esteem Scale(RSES),General Self-efficacy Scale(GSES)were measured before and after training.Results After training,the FFMQ score in the observation group was(122.87±18.48),significantly lower than(106.55±15.36)the control group(t=5.26,P<0.05);the rate of low mindfulness in the observation group was significantly lower than the control group(8.33%,33.33%,χ^(2)=11.37,P<0.05).The scores of IPS and APS in the observation group were(17.89±4.21)and(40.94±9.25),significantly lower than(28.67±5.43)and(55.64±10.82)the control group(t=-12.15,-8.00,P<0.05);the rate of high procrastination behavior of IPS and APS in the observation group was 20.00%and 23.33%,significantly lower than 38.33%and 41.67%the control group(χ^(2)=4.88,4.60,P<0.05).The scores of GSES and RSES scores in the observation group were(34.17±3.42)and(34.71±4.64),significantly higher than(30.09±3.35)and(30.23±4.23)the control group(t=6.60,5.53,P<0.05);the rate of low self-efficacy and low self-esteem in the observation group was 15.00%and 18.33%,significantly lower than 33.33%and 36.67%the control group(χ^(2)=5.50,5.06,P<0.05).Conclusion Mindfulness group training is conducive to improving the level of mindfulness of middle school students,reducing the procrastination behavior,improving the self-esteem and self-efficacy,which can improve adolescents’physical and mental health.