中国临床心理学杂志

学习不良儿童自我概念的实验干预

作者：张宝山¹ 朱月龙²

单位：1. 中国科学院心理研究所北京 100101
2. 苏州大学教育学院江苏苏州 215021

关键词：学习不良自我概念实验干预

分类号：R395.5

出版年,卷(期):页码：2007,15(3):329-331

摘要：

目的：用不同的方法改善学习不良儿童的自我概念。方法：选取27名五年级学习不良儿童作为实验对象，随机分配到三个实验组，另选12名学习不良儿童作为对照组。用三种不同的干预方法对三组儿童进行为期3个月的实验干预，干预前后进行测验，干预结束6周后进行延时测验。结果：①经过3个月的实验干预，学习不良儿童的学业自我概念得到了显著的提高；②延时后测数据表明，自我概念有下降的趋势，但除数学子维度外，其他维度维持在后测的水平。结论：干预方法对自我概念的改善是有效的，并且具有较强的针对性；不同的干预方法对自我概念的影响是不同的。

Objective:To improve the self-concept of the learning disabilities by different methods.Methods:27 children with learning disabilities from grade 5 were selected as the subjects and allotted into 3 groups randomly.Meanwhile another 12 learning disabilities were chosen as the comparing group.Three methods had been applied to the three experiment groups for 3 months.A pre /post-test were given before and post the experiment.After 6 weeks of the experiment a deferred test was given to the experiment group.Results:①The academic self-concept of the learning disabilities was improved by the end of the intervention.②The data of the deferred test showed that the self-concept declined, but except the math sub dimension, the other aspects of the self-concept remained in the level of the post test.Conclusion:The methods can improve the self-concept of the learning disabilities, and different method has different influence on self-concept.

基金项目：

国家自然科学基金资助(项目号:30570614)

作者简介：

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