团体心理辅导与认知行为疗法对中学生数学焦虑的干预效果评价  

Intervention outcome evaluation of group psycological counseling vs cognitive behavioral therapy for mathematics anxiety among high school students

作　　者：姜俞含 闫尚琨 赵昕仪 朱传林 唐梅生 Jiang Yuhan;Yan Shangkun;Zhao Xinyi;Zhu Chuanlin;Tang Meisheng(College of Educational Science,Yangzhou University,Jiangsu 225009,China;Lianyungang Jianning Primary School,Jiangsu 222001,China)

机构地区：[1]扬州大学教育科学学院,225009 [2]连云港建宁小学,222001

出　　处：《校园心理》2023年第2期77-82,共6页Journal of Campus Life & Mental Health

基　　金：教育部人文社科基金(21YJC190027);江苏省研究生科研与实践创新计划项目(SJCX21_1531)。

摘　　要：目的考察团体心理辅导与认知行为疗法对中学生数学焦虑的干预效果,为中学生缓解数学焦虑提供参考。方法采用数学焦虑等级量表与自我效能量表筛选某中学学生,选择数学焦虑等级量表得分处于高分段且自我效能量表得分处于低分段的36名中学生,随机分为团体辅导组、认知行为疗法组、对照组,前2组进行为期8周的心理干预,对照组不进行任何干预,采用数学焦虑等级量表与自我效能量表对3组被试进行前测、后测及追踪测试,并评估心理干预效果。结果压力惧怕、考试焦虑得分表在团体心理辅导组干预后1周以及3个月后均低于干预前(P值均<0.05);课堂焦虑得分表现在认知行为疗法干预后1周以及3个月后的得分均低于干预前(P值均<0.05),情绪担忧、考试焦虑得分表现在认知行为疗法干预后也有即时效应(P值均<0.05),但干预结束3个月后差异无统计学意义(P值均>0.05)。自我效能得分表现在团体心理辅导和认知行为疗法干预后1周以及3个月后的得分均高于干预前(P值均<0.05)。对照组未进行干预,但在课堂焦虑的得分表现具有即时效应(P值<0.05),但干预结束3个月后差异无统计学意义(P值>0.05)。结论团体心理辅导与认知行为疗法对中学生数学焦虑均有一定的干预效果。Objective To investigate the intervention outcome of group psycological counseling vs cognitive behavioral therapy for mathematics anxiety among high school students,so as to provide evidence data for relieving mathematics anxiety in the high school students.Methods Students from a high school were screened using a Math Anxiety Scale and a Self-Efficacy Scale.Subsequently,36 high school students who scored high by the Math Anxiety Scale and low by the Self-Efficacy Scale were recruited and randomly divided into the group-conseling group,cognitive behavioral therapy(CBT)group,and the control group.The first two groups were given an 8-week psychological intervention,whereas the control group did not undergo any treatment.The subjects in the three groups were assessed using the Math Anxiety Scale and the Self-Efficacy Scale prior to and after the intervention,and during the follow-up;thereby,the intervention outcome was evaluated.Results The scores of stress-induced fear and test anxiety in the group-counseling group were lowered immediately and at 3 months after intervention compared with baseline(both P<0.05).In the CBT group,the class anxiety score was lowered immediately and at 3 months after intervention compared with baseline(both P<0.05);there was an immediate effect on the score of emotional concerns or test anxiety in this group straight after cognitive behavioral therapy(both P<0.05),but the effect was not significant at 3 months after the intervention(both P>0.05).The self-efficacy score was increased in either the group-counseling group or the CBT group immediately or at 3 months after the intervention compared with baseline(both P<0.05).In the control group,there was an immediate effect on the score of class anxiety(P<0.05),but such effect was not statistically significant at 3 months after the intervention in the other two groups(P>0.05).Conclusion Either group psycological counseling or cognitive behavioral therapy as an intervention for mathematics anxiety leads to certain benefits among high school

关 键 词：自我效能 焦虑 心理社会干预 心理疗法 学生 

分 类 号：G633.6[文化科学—教育学]