“双减”背景下正念认知疗法对中学生学习效能感的干预作用

Research on the Effects of Mindfulness-Based Cognitive Therapy Intervention on the Learning Efficacy of Middle School Students Under the“Double Reduction”Policy

运用正念认知疗法设计方案,对中学生的学习效能感进行干预,探讨为期8周的正念冥想训练对提高中学生学习效能感的有效性。通过实验组和对照组的前后测对比发现:干预显著提高了实验组的学习效能感,对照组学习效能感的前后测得分没有显著差异;实验组的后测得分显著高于前测,采用正念认知疗法进行正念冥想训练对提升中学生的学习效能感是可行的、有效的;相对于女生来说,正念认知疗法对男生的干预作用更佳。在通过正念认知疗法提升学生学习效能感的过程中,学校可以尝试充分利用个体辅导的成功案例扩大正念影响力,同时不断提升科任教师参与正念训练的积极性,甚至培养自己的正念导师,创造条件持续扩大学生正念训练的时间和空间范围。

To explore the effectiveness of 8 weeks of mindfulness meditation training on improving middle school students’learning efficacy,we designed a program of mindfulness-based cognitive therapy to intervene middle school students’learning efficacy.The comparison between the experimental group and the control group showed that the intervention significantly improved the learning efficacy of the experimental group,while there was no significant difference in the learning efficacy of the control group.The post-test score of the experimental group was significantly higher than that of the pre-test.It is feasible and effective to use mindfulness cognitive therapy to improve students’self-efficacy.Compared with female students,the intervention effect of mindfulness cognitive therapy is better for male students.In the process of improving students’learning efficacy through mindfulness-based cognitive therapy,schools can try to make full use of the successful cases of individual coaching to expand the influence of mindfulness,and at the same time constantly improve the enthusiasm of teachers to participate in mindfulness training,and even train their own mindfulness teachers to create conditions to continuously expand the scope of time and space of students’mindfulness training.