【作者】 张宝山；

【导师】 朱月龙；

【作者基本信息】 苏州大学 ， 应用心理学， 2006， 硕士

【摘要】 学习不良现象是世界上每一个实施义务教育的国家普遍存在的问题。随着对学习不良儿童特点及发展规律研究的深入和完善，研究者开始把研究的重点转移到对学习不良儿童转变干预的研究。消极的自我概念在学习不良的形成过程中起着重要的作用，它使学习不良儿童的学习动机水平低下，对学习不感兴趣，因此在对学习不良儿童的干预的研究中，自我概念的干预被认为是一种例行的干预而被众多干预研究所重视。本研究由三个子研究构成，分别是： 研究一，用自我描述问卷为测量工具，对4、5、6年级的223名小学生进行施测，依据学习成绩采用极端组法将小学生分成学习成绩优秀组、中等组和不良组，通过单因素方差分析比较三组学生自我概念各个维度的差异，进而得到学习不良儿童自我概念的特点； 研究二，在研究一的基础上选取27人为实验被试，将27人随机分配到三个实验组，进行前测。依据前人研究结论以及研究一结果分别设计三套方案，即归因训练，故事阅读，学习策略辅导，对被试的自我概念进行干预，每个实验组接受一套干预方案，干预结束后进行后测。对干预效果的检验从来两个角度进行，一个是对干预的整体效果进行检验，另一个是对每种干预方案单独效果进行检验； 研究三，在干预结束后40天进行延时后测，对干预的延时效果进行检验； 通过这三个研究，我们得到以下几点结论： 1、学习不良儿童自我概念的特点：学习不良儿童的非学业自我概念与正常儿童没有显著差异，学业自我概念却显著低于正常儿童； 2、干预的效果：三个实验组总体的干预效果相对于对照组是显著的，不同的干预方案对自我概念不同维度的影响是不同的，效果也是不一样的。总体上学习策略辅导的干预效果要好于归因训练和故事阅读两种方案； 3、自我概念与学习成绩：学习成绩只与学业自我概念相联系，与非学业自我概念无关：学业自我概念的提高，学习成绩也会相应的提高； 4、学业自我与非学业自我：总体自我由学业自我和非学业自我构成，但学业自我和非学业自彼此独立，二者的发展互不影响。更多还原

【Abstract】 Learning disabilities exist among the countries of the world that with compulsory educations for their children. With the fulfillment of the study of the learning disabilities, researchers have taken the intervention for the improvement of the learning disabilities as the most important researches. The negative self-concept of the learning disability plays an important role in the process of generation of the learning disability. Learning disabilities have a low level motivation in the study and pay no interest in the study because of these negative self-concepts. Thus in the studies of the intervention for the learning disabilities, the intervention for the self-concept is taken as a conventional intervention and it is adopted by most of such studies. There are three studies in the present study, they are listed below:Study one, we take the Student Descriptive Question I as the tool of the measurement, then study the characteristics of the self-concept of the 223 pupils which come from three grades. We divided these pupils into three groups according their marks of the examination. These three groups are higher-achievement group, middle-achievement group and learning disability group. We compared the differences of the dimensions of the self-concept of three groups by one-way ANOV. And then we gain the characteristics of the learning disabilities’ self-concept.Study two, we choose subjects on the basis of the study one, and make a pre-test of the self-concept of the learning disabilities. Then we designed three methods to train self-concept of the pupils with learning disabilities. There is a post-test after the intervention. We have two perspectives to test the effect of the intervention. One is to test the whole effect of the three groups; the other one is to test the single effect of every intervention method.Study three, in order to test the sustaining effect of the intervention, 40 days after the更多还原