高三学生高焦虑调适方法的探索性研究

【作者】 蒋重清；

【导师】 杨志明；

【作者基本信息】 湖南师范大学 ， 发展与教育心理学， 2002， 硕士

【摘要】 焦虑是心理学中的一个重要内容。关于其概念、生理机制、治疗方法等，不同的心理学流派有着不同的见解。人们对焦虑研究的方法也已经从过去的以思辨为主的阶段过渡到了现在以实证研究为主的阶段。事实上，目前在学术刊物上常见的研究报告主要集中在焦虑的临床病例研究和大样本的量化研究方面。不过，这些研究，尤其是关于焦虑治疗方法的研究，要么其内部效度很高而推论范围有限(如，临床病例研究大多局限于个案本身)，要么其牵涉的范围过大而对深层问题的揭示不够(如，一些大样本的调查研究)。因此，有必要将二者结合起来，探索一种既有一定内部效度又有较好实用价值的焦虑治疗方法。 已有研究表明，“认知矫正”和“系统脱敏”两种方法有助于高焦虑学生减轻焦虑程度。因此，我们采用这两种方法，选取了某学校高三年级的部分高焦虑学生作为研究对象，在自然的状态下进行了长达6个月的焦虑调适研究，既帮助了这批学生成长，又检验和比较了两种方法的效果，探索了适宜个体自我调适、减轻焦虑程度的途径。 本研究包括量化研究与质化研究两个方面。研究设计为前、后测准实验设计。其中，被试被分成三个组，一组接受“自我系统脱敏法”训练、一组接受“自我认知矫正法”训练、一组未接受训练(作为对照组)。量化研究主要是从被试的状态焦虑、特质焦虑、学业成绩及高考发挥情况四个方面进行分析。质化研究主要是对研究过程做动态化、整体化和具体化的描述，其具体方法主要有电话访谈、面谈、材料分析和追踪调查等。研究发现： 1．不同的干预措施对不同的焦虑类型(状态、特质)的影响效果不同。其中，系统脱敏法缓解特质焦虑效果显著，缓解状态焦虑效果不显著；认知矫正法对状态焦虑和特质焦虑的缓解效果都显著。 2．经过一学期的实验后，系统脱敏组学生的学业成绩提高显著，而认知矫正组的学业成绩没有显著变化。这可能是由于系统脱敏法比认知矫正法简单明了、易于操作、有利于个体建立自我效能感之故。 3.高焦虑学生焦虑的缓解对其高考发挥的影响应结合其焦虑特征进行分析。事实上，个体之状态焦虑与其特质焦虑平衡时有利于其发挥。有关影响高考发挥的因素还有待进一步研究。 另外，在研究过程中还发现，高焦虑学生对心理调适措施存在一种既愿意又厌烦的矛盾心理。更多还原

【Abstract】 Anxiety is an important issue in the field of Psychology. Various schools take different views on its concept, physical mechanism and therapy etc.. Research methods on anxiety has transferred from mainly relying on philosophical discussion to experimental research. While most of reports about anxiety on present magazines focused on clinic case study and large sample quantitative research, which, especially for anxiety-control study, either had high internal-validity but limited externalization (i.e. most of clinic case studies were just on single-case itself), or gained in wideaspects but lost in depth (i.e.. some large sample investigation research). Therefore, combining these two ways to probe an anxiety-control method with both high internal-validity and practical value is necessary.Researches have proved that desensitization and cognitive therapy are good for alleviating anxiety. So we chose such two therapies to treat a small sample consisting of anxious students from Grade Three in a high school. Adapting the method combining quantitative with qualitative approaches, we together with the students of two team who took two different ways (self-desensitization, self-cognitive ) in real natural settings try to figure out the interior process of anxiety-control and probe the vtey of self-control anxiety fitting individuals.This research lasted from February to August. The part of quantitative research adapted pre-post test quasi-experimental design with two experimental groups (one adapted self-desensitization, the other self-cognitive therapy) and one control group. We analyzed the experimental results from four aspects of state anxiety and trait anxiety alleviation, learning achievements, and test performance. The results show:1. Different therapy’s effects in different kind anxiety are different.the self-desensitization team’s trait anxiety has been improved greatly, while the state anxiety change little; the self-cognitive team’s state and trait anxiety’s alleviation is significant.2. After one term’s experiment, the self-desensitization team got significant achievement in study, while the self-cognitive team showed no such signs. The discussion part pointed out that it is easier for the self-desensitization to set up self-efficacy than the self-cognition. Such self-efficacy will accelerate the insistence in action. While such self-efficacy brought by emotion-control is pervasive, which would affect the self-efficacy in study, therefore it will improve the learning achievements.3. Research results showed three team’s performance in test were normal. There was no difference among them. Analyzing the combination effect of state and trait anxiety revealed that the balance group with the state and trait anxiety at the same level had a better performance in the English test than the unbalance group, however, the test performance difference between the two groups didn’t reach the significant level in the other subjects and the whole university entrance examination.The qualitative research method adapted telephone, meeting and analysis of materials to follow the whole process of the research, which described it dynamically, wholly and vividly. This part explored the high-anxiety students’ conflict thoughts about the anxiety-control ways that had to make the students change their minds and actions, and it expressed the development process of students’ puzzle in their own voice, which partially reflected the characteristic of the experiment.更多还原