简短正念训练对高中生考试焦虑的改善作用
文献类型：学位论文
| 作者 | 姜瑜 |
| 答辩日期 | 2022-06 |
| 文献子类 | 硕士 |
| 授予单位 | 中国科学院大学 |
| 授予地点 | 中国科学院心理研究所 |
| 其他责任者 | 罗非 |
| 关键词 | 考试焦虑 简短正念训练 高中生 |
| 学位名称 | 理学硕士 |
| 学位专业 | 健康心理学 |
| 其他题名 | Effect of Brief Mindfulness Training on High-School Students' Test Anxiety |
| 中文摘要 | Test anxiety is becoming more and more common among senior high school students. The high level of test anxiety leads to students' problems in academic performance, emotion, cognition and so on, and forms a vicious circle. Therefore, many experts and scholars pay more and more attention to high school students' test anxiety. Researchers have done a lot of empirical research to explore effective ways to improve test anxiety. Among them, the effect of mindfulness training on improving test anxiety has become the research direction of many researchers, but at present, most studies often lack good ecological validity, and the existing mindfulness training has problems such as long training cycle, which is difficult to promote in schools. Based on the previous research, this paper discusses the effect of 5一day brief mindfulness training on the improvement of test anxiety of senior high school students. Study 1:explore the correlation between mindfulness trait level and test anxiety level. On the day before the mid-term examination, 1580 senior high school students were assessed with the test anxiety scale (TAS) to investigate the current situation of senior high school students' test anxiety. On the day before the final exam, 41 senior high school students from 1580 senior high school students were selected to explore the relationship between mindfulness trait level and test anxiety level by using test anxiety scale (TAS), five face mindfulness questionnaire (FFMQ), State Anxiety Inventory (STAI) and peace of mind scale (POMS). The results show that in the survey of high school students' test anxiety, the proportion of moderate test anxiety is 32%, and the proportion of severe test anxiety is 45.5%, which shows that the incidence of test anxiety is very high among high school students; At the same time, mindfulness level is negatively correlated with test anxiety level and positively correlated with inner peace level. This study provides a basic basis for the follow-up intervention experiment. Study 2: in the real test situation, taking mindfulness five factor scale, state anxiety scale, inner peace scale and test scores as measurement indicators, using the control experimental design, 61 high school students were divided into mindfulnessgroup and blank control group. The mindfulness group received brief mindfulness training for 5 days and 8 minutes every day, and the control group waited. To explore the effect of 5一day brief mindfulness training and single brief mindfulness training on the improvement of test anxiety of senior high school students. The results show that 5一day Mindfulness Training significantly improves the mindfulness level of the mindfulness group, reduces the test anxiety, and improves the state of inner peace and test scores, indicating that brief mindfulness training can effectively improve the test anxiety state of senior high school students. At the same time, after brief mindfulness training on the first day, the test anxiety level of mindfulness group was significantly reduced and the level of inner peace was significantly improved, indicating that brief mindfulness training had an immediate effect on improving high school students' test anxiety. To sum up, (1) high school students' test anxiety is very common, and the level of test anxiety is very high. (2) The higher the level of mindfulness, the lower the level of test anxiety and the higher the level of inner peace. (3) 5-day brief mindfulness training can effectively alleviate the test anxiety of senior high school students, and even a single training has a significant effect. (4) Brief mindfulness training improves high school students' test scores. This study verified that short mindfulness training can effectively improve high school students' test anxiety. |
| 英文摘要 | 考试焦虑在当下高中生中越来越常见，且考试焦虑水平居高不下，导致学生在学业成绩、情绪、认知等方面出现了问题，形成恶性循环。因此，许多专家学者们对高中生考试焦虑的关注越来越高，研究者们做了大量的实证研究，探索有效改善考试焦虑的方法。其中，正念训练对考试焦虑的改善成为很多研究者的研究方向，但目前大部分研究往往缺乏良好的生态效度，且已有的正念训练存在训练周期长等问题，难以在学校中推广。而简短正念训练相比于传统正念训练周期较短，易于学校推广应用，简短正念训练在一些研究领域上还取得了很好的成果，但依旧处于初步探索阶段，目前对考试焦虑的探索也甚少涉及，本文以前人的研究为基础，探讨了5天简短正念训练改善高中生考试焦虑状态的作用。 研究一:探究正念特质水平与考试焦虑水平相关关系。在期中考试前一天，对1580名高中生进行考试焦虑量表(Test Anxiety Scale, TAS的测评，调研目前高中生的考试焦虑现状。在期末考试前一天，采用考试焦虑量表(Test Anxiety Scale, TAS、五因素正念评估量表(Five Facet Mindfulness Questionnaire, FFMQ ) ,状态焦虑问卷(State Anxiety Inventory, STAI)、内心平静问卷(Peace of Mind Scale, POMS)四个测量指标，从1580名高中生中选择41名高中生进行正念特质水平与考试焦虑水平相关关系探究。 结果表明:在高中生考试焦虑调研中，中度考试焦虑的占比为犯%、重度考试焦虑的占比为45.5%，这说明，考试焦虑在高中生群体的发生比例很高;同时，正念水平与考试焦虑水平呈显著负相关，与内心平静水平呈显著正相关。说明高正念特质的个体，考试焦虑水平低，本研究检验了变量间的相关性，为后续的干预实验研究提供了基础依据，进一步验证相关变量的因果逻辑。 研究二:在真实考试的情景下，以正念五因素量表、状态焦虑量表、内心平静量表和考试成绩作为测量指标，采用对照实验设计，将61名高中生分为正念组和空白对照组，正念组进行为期5天，每天8分钟的简短正念训练，对照组进行8分钟自由等待。探索5天简短正念训练和单次简短正念训练对改善高中生考试焦虑状态的作用。 结果表明:5天简短正念训练显著提升了正念组的正念水平，降低了考试焦虑水平，内心平静状态和考试成绩都得到了提高，说明简短正念训练能够有效改善高中生考试焦虑状态。同时，在第1天正念训练后，正念组的考试焦虑水平明显降低，内心平静水平明显提升，说明简短正念训练对于改善高中生考试焦虑产生了即刻作用。 综上所述，C1)高中生产生考试焦虑的占比很高，且考试焦虑水平很高。C2)正念特质水平越高，考试焦虑水平越低，内心平静水平越高。(3) 5天简短正念训练能够有效缓解高中生考试焦虑状态，甚至单次训练就产生了显著作用。(4)简短正念训练提高了高中生考试成绩。本研究验证了简短正念训练可以有效改善高中生考试焦虑，未来可进一步验证简短正念训练对于缓解高中生考试焦虑的即时性和延时性作用。 |
| 语种 | 中文 |
| 源URL | [http://ir.psych.ac.cn/handle/311026/45024]  |
| 专题 | 心理研究所_健康与遗传心理学研究室 |
| 推荐引用方式 GB/T 7714 | 姜瑜. 简短正念训练对高中生考试焦虑的改善作用[D]. 中国科学院心理研究所. 中国科学院大学. 2022. |
入库方式： OAI收割
来源：心理研究所
浏览0
下载0
收藏0
其他版本
除非特别说明，本系统中所有内容都受版权保护，并保留所有权利。