越南初中生学校恐惧心理问卷编制与干预研究

【作者】 武士利；

【导师】 傅宏；

【作者基本信息】 南京师范大学 ， 发展与教育心理学， 2014， 博士

【摘要】 本研究一方面在文献分析及理论构想的基础上,提出了学校恐惧的操作性定义及其结构,并以越南初中生为研究对象,编制了初中生学校恐惧问卷。在问卷编制过程中,首先进行开放式问卷调查,收集问卷条目,形成预测问卷,然后进行试测,删除不符合标准的条目,修改问卷。最后形成正式问卷,并对其信效度进行了检验。同时,通过探索性因素分析和验证性因素分析,学校恐惧的理论结构得以完善和修正,最终确定了初中生学校恐惧的结构模型。另一方面本研究制定本课题的综合干预模式。本次干预方法包括集中授课,组织讲座,小组讨论等。对实验组进行7次授课的干预后,同时对实验组和对照组的学生进行问卷调查,评价学校恐惧短期干预效果。干预后问卷调查时间点为干预后一个星期内。本研究的具体目的,研究方法与结果如下：1目的了解越南初中生学校恐惧心理的结构,编制越南初中生学校恐惧心理测量,制定学校恐惧心理的干预模式,评价该模式的短期干预效果。2研究方法2.1越南初中生学校恐惧心理的结构采用分层整群抽样,在林同省抽取城市地域初中学校2所,农村地域初中1所,郊区初中1所,这4所初中学校随机选取初一年级到初四年级每个年级代表一个班级,共为16班,共669名学生所有班级的学生均进入调查。在征得校方,班主任教师,任课教师同意和学生的支持后,让学生写出本身对学校事件诱发恐惧。剔除不合格问卷,剩余样本为642名,有效问卷百分率为95.96%。2.2编制越南初中生学校恐惧心理测量通过开放式问卷调查,初步探析初中生学校恐惧心理结构,并收集初中生学校恐惧问卷的条目。根据理论构想,并结合开放式调查的结果,初步形成初中生学校恐惧问卷,并采用小样本被试进行预测。被试预测是在林同省抽取城市地域初中学校2所,农村地域初中1所,郊区初中1所,这4所初中学校随机选取初一年级到初四年级每个年级代表一个班级,共为16班,共695名学生所有班级的学生均进入调查,剔除不合格问卷,剩余样本为669名,有效问卷百分率为96.26%。在试测的基础上筛选题项,形成正式问卷,再进行大样本测试,据此建构初中生学校恐惧的结构模型,并对问卷的信,效度进行检验；正式调查被试是在林同省和胡志明市抽取城市地域初中学校4所,农村地域初中2所,郊区初中2所,这8所初中学校随机选取初一年级到初四年级每个年级代表一个班级,共为32班,共1422名学生所有班级的学生均进入调查,剔除不合格问卷,剩余样本为1375名,有效问卷百分率为96.69%。2.制定干预模型在文献综述的基础上,结合越南学校主要事件引起学生的恐惧,我们制定“初中学生心理成长训练营”课程。本课程包括7节课为了帮助学生改变不良认知模式,自我情绪调节,自我压力缓解,提高自我应对技巧,重建正确的认知模式为了下降学校恐惧。2.4干预效果评价在2所学校对初一年级到初四年级班级水平随机抽取8个班级,随机划分为4个实验班级和4个对照班级,实验组191名学生,对照组187名学生。实验组学生接受本课题制定的综合干预模式,而对照组学生则接受学校健康教育课的课时安排内容。本次干预方法包括集中授课,组织讲座,小组讨论等。对实验组进行7次授课的干预后,同时对实验组和对照组的学生进行问卷调查,评价学校恐惧短期干预效果。干预后问卷调查时间点为干预后一个星期内。2.5统计方法分析题项之问的相关和各个题项与总量表之间的相关采用SPSS相关分析,对各个题项得分与总量表得分进行相关分析。分析题项间的鉴别度,首先把总分排列,选取高分组27%和低分组27%；之后采用独立样本T检验。对学校恐惧问卷进行信度分析,计算anphal系数和GuttmanSplit-Half系数。探索性因素分析先对数据进行Bartlett球形检验和Kaiser-Meyer-Olkin度量,之后对样本数据进行主成分因素分析和Varimax正交旋转抽取公因子与因子载荷,共同度。实验组和对照组干预前比较,实验组和对照组干预后比较采用独立样本t检验；实验组干预前后比较,对照组干预前后比较采用配对样本检验。两组干预前的学校恐惧发生率比较,两组干预后的学校恐惧发生率比较,实验组干预前后的学校恐惧发生率比较,对照组干预前后学校恐惧发生率比较先对数据加权个案,之后采用交叉表和卡方检验方法。数值型变量比较以0.05为显著性水平,双侧检验。3结果3.1越南初中生学校恐惧问卷的结构与信效度本研究通过探索性因素分析和验证性因素分析,得出越南初中生学校恐惧的结构由教师恐惧,人际疏离恐惧,人身伤害恐惧,学业恐惧,消极评价恐惧,对未来的担忧与不良学习环境恐惧等7个维度构成。本研究的自编越南初中生学校恐惧问卷具有较好的信,效度指标：内部一致性anphal系数为0.888,分半系数为0.849；内容效度,以闫荣双(2004)学校恐惧问卷作为同时效标,效标度为0.617；构念效度x2/df=1.969, RMSEA=0.069, NFI=0.942, CFI=0.961, TLI=0.954,IFI=0.963,这表明初始模型的几种主要的拟合指数比较理想,拟合度较好,模型的各项指标比较理想。3.2干预效果评价实验组学生接受2个月的综合干预模式后,所有学校恐惧因子得分明显低于干预前学校恐惧因子得分,在6个维度教师恐惧,人际疏离恐惧,人身伤害恐惧,学业恐惧,消极评价恐惧,不良学习环境恐惧方面,差异均有统计学意义,学校恐惧发生率由干预前15.7%下降为5.2%。而对照组学生接受学校2个月的健康教育课后,学校恐惧因子得分也低于干预前因子得分,但仅仅在教师恐惧,人身伤害恐惧,对未来的担忧方面,差异有统计学意义,学校恐惧发生率由干预前15.5%下降为11.2%。3.3结论越南初中生学校恐惧由教师恐惧,人际疏离恐惧,人身伤害恐惧,学业恐惧,消极评价恐惧,对未来的担忧与不良学习环境恐惧7因子构成。本问卷有较好的信效度可以对学校恐惧成了研究工具。学校心理教师给学生授课虽然有一定的干预效果,但总体比较,通过短期干预模式的实施,使学生认识到学校恐惧的危害,并掌握对学校恐惧预防的知识,降低了学校恐惧发生率,本课题模式对学生学校恐惧的干预更有针对性。因此今后有必要运用于其他中学的健康教育。更多还原

【Abstract】 This research based on literature analysis and theory idea, puts forward school phobia operational definition and structure, and in Vietnam, uses middle school students as the research object, the middle school students "fear" questionnaire. During the questionnaire process, first through open questionnaire, collecting the questionnaire information, forming a predictive questionnaire and weeding out questionnaires that do not meet the standards of entry, then modify the questionnaire. The formal questionnaire was formed, and the reliability and validity were tested. At the same time, through exploratory factor analysis and confirmatory factor analysis, the theoretical structure of fear of school to improve and modify, and ultimately determine the structure model of middle school students fear. On the other hand, this study established the model of comprehensive intervention. The intervention method consisted of intensive classes, lectures and group discussions. The experimental group was7times the teaching intervention, The experimental group and the control group students conducted a questionnaire survey, the effect of fear of school short-term intervention evaluation. Intervention survey time pointed for intervention within a week. The purpose of this study, research methods and results are as follows:1ObjectiveTo understand the structure of Vietnamese middle school students fear, compiled of middle school students fear measurement, intervention model developed school phobia, short-term intervention evaluation of the model.2Research methods2.1The structure of Vietnamese middle school students fearBy using stratified cluster sampling, in the city area from2middle schools,1middle school in the countryside and1middle school in closed region. The4middle schools were randomly selected from the first grade to fourth grade, each year represents a class, for a total of16classes,669students in all classes of students were involved in the survey. With the consent of the school and with the teachers and students support, we let the students write themselves about school events that evoked fear. After weeding out unqualified questionnaires, there was642that could be used, the effective questionnaire was95.96%.2.2Preparation of measurement of Vietnamese middle school students fearThrough the open questionnaire investigation, a preliminary analysis on middle school students fear of the school structure, and the collection of middle School students fear questionnaire items. According to the theory, combined with the open investigation results, the initial information of middle school students fear questionnaire, and use of small sample subjects were forecast. Subjects predicted in Lam Dong province, in the city area from2middle schools,1middle school in the countryside and1middle school in closed region. The4middle schools were randomly selected from the first grade to fourth grade. Each year represents a class, for a total of16classes,695students in were involved in the investigation. After weeding out unqualified questionnaires,the surplus sample was669, the effective questionnaires totaled96.26%. Screening items based on the test, then from the formal questionnaire i conducted a large sample test, the structure model based on construction of middle school students fear, and the questionnaire reliability and validity of the test. The formal investigation subjects are in the city area from4middle schools,2middle schools in the countryside and2middle schools in closed region. The8middle schools were randomly selected from the first grade to fourth grade, each year represents a class, for a total of32classes,1422students in all were involved in the investigation, after rejecting unqualified questionnaires, the surplus sample was1375, the effective questionnaire was96.69%.2.3The intervention modelBased on the literature review, arouse students’fear with the main event of Vietnamese school, we formulate "middle school students’ mental development training camp" course. This course consists of7classes to help students to change the adverse cognitive model, self emotion regulation, self pressure relief, improve self coping skills, cognitive mode reconstruction right in order to reduce fear of school. 2.4Evaluation of interventionsIn the2middle schools first grade to fourth grade class on the level of a random sample of8classes, were randomly divided into4experimental classes and4control classes, the experimental group of191students and187students in the control group. Comprehensive intervention with the formulation of the model to accept students in the experimental group, while the control group students accept the school health education class content. The intervention method consisted of intensive classes, lectures and group discussions. The experimental group was7times the teaching intervention, the experimental group and the control group students conducted a questionnaire survey, the effect of fear of school short-term intervention. The Intervention survey time was completed within a week.2.5Statistical methodsAnalysis of SPSS correlation analysis and related items and the total scale correlation between the items, each item score and total scores were analyzed. The differential analysis between the items, total arrangement, selection of high packet27%and low packet27%; after using the independent samples T test. Reliability analysis of school phobia questionnaire, calculation of anphal-coefficients and Guttman Split-Half coefficients. Exploratory factor analysis to the data Bartlett spherical test and Kaiser-Meyer-Olkin metric, followed by principal component analysis and Varimax orthogonal extracted common factor and factor loading on the sample data, the common degree. Comparing the experimental group and control group before intervention, the experimental group and the control group after the intervention were compared using independent samples t test; experimental group before and after intervention, the control group before and after intervention were compared using paired sample test. The two groups before the intervention schools fear comparison of incidence rate of two, the group intervention schools fear comparison of incidence rate of experimental group before and after intervention, the fear of school were compared before and after the intervention, the control group the incidence of fear of school first data weighted case, after using cross tables and Chi square test method. Numeric variables compared to0.05for the level of significance, two tailed test.3Results3.1The Vietnamese middle school structure of fear and validityIn this study, the exploratory analysis and confirmatory factor analysis, the structure of Vietnamese middle schools students fear of teachers, interpersonal alienation fear, fear of injury and fear of negative evaluation studies. fear, constitutes the7dimensions of concern about the future and poor learning environment.The study of middle school students from Vietnam Fear Questionnaire has good reliability, validity index:the internal consistency coefficient of anphal was0.888, the split half coefficient is0.849; the content validity, the Yan Rong Suang (2004) of Middle School Students Fear Questionnaire as criterion, the criterion of degree0.617; construct validity of x2/df=1.969, RMSEA=0.069, NFI=0.942, CFI=0.961, TLI=0.954, IFI=0.963, suggesting that several major fit index initial model of the ideal, better fitting degree, the index of model and ideal.3.2Evaluation of interventionsComprehensive intervention pattern for2months after the acceptance of the students in the experimental group, all schools fear factor score was significantly lower than before the intervention school phobia factor score, in the6dimensions of teacher interpersonal alienation fear, fear of injury, fear of negative evaluation studies, fear of adverse learning environment, the differences were statistically significant, fear of school the incidence rate from15.7%down to5.2%before intervention. While the control group students accept the school2months after health education, school phobia factor score is lower than before intervention factor scores, but only in the teachers’fear of injury, fear, worry about the future, the difference was statistically significant, fear of school incidence rate from15.5%down to11.2%before intervention.3.3ConclusionVietnam middle school students fear of teachers, interpersonal alienation fear, fear of injury, fear of negative evaluation studies. fear, a concern for the future and poor learning environment of a fear factor of7. The questionnaire has good reliability and validity for fear of school can be a research tool.School psychology teachers teach students despite the intervention effect, but the overall comparison, through the implementation of short-term intervention, to enable students to understand the harm of school phobia, and mastery of fear of school prevention knowledge, to reduce the incidence of fear of school, the topic model on students’ fear of school intervention targeted. Therefore, it is necessary to health education applied to other schools.更多还原