摘要
目的 :通过设计心理活动课程 ,进行改善儿童同伴接纳的干预研究。方法 :选取两个班级分别作为实验班与对照班。对实验班进行 2 0周的训练 ,训练前后分别施以同伴接纳水平的测量。结果 :干预研究结果表明训练前后实验班学生的同伴接纳水平产生了显著变化 (t =2 794,P < 0 0 1) ,而对照班学生的同伴接纳水平变化不大 (t=-1 0 16,P > 0 5 ) ;中等接纳组学生训练前后的同伴接纳水平得到明显改善 (t=2 3 99,P < 0 1) ,而高接纳组 (t =-0 690 ,P > 0 5 )与低接纳组 (t=-1 990 ,P > 0 5 )学生同伴接纳水平变化不大 ;男生的同伴接纳水平发生显著变化 (t =-3 3 80 ,P < 0 0 1) ,而女生同伴接纳水平变化不大 (t=-0 5 3 9,P > 0 5 )。结论 :该活动课程对改善小学生同伴接纳具有一定作用 ,就接纳水平而言 ,对于中等接纳水平学生干预效果较显著 ;就性别差异而言 ,对男生干预效果明显优于女生。
Objective:To carry on an intervention research on improving children's peer acceptance by psychological activity curriculum.Method:Two classes were randomly assigned as experimental class and control class. The former accepted a 20-week training. Peer acceptance was measured in both classes before and after the intervention period.Results:The pupils in the experimental class improved in peer acceptance, while those in the control class had no significant change during this period. The peer acceptance of those with medium acceptant level at baseline changed greatly by the training, those with high or low acceptance at baseline had no change. Boys had great change, girls had no.Conclusion:The psychological curriculum has some effect on peer acceptance of pupils, especially for those with medium level of acceptance.
出处
《中国心理卫生杂志》
CSSCI
CSCD
北大核心
2004年第1期6-8,共3页
Chinese Mental Health Journal
关键词
小学生
同伴接纳
干预
心理健康
健康教育
mental health peer acceptance intervention studies sociometric measurement
