基于主题心理课的高中生学业延迟满足水平的干预研究  

The Intervention Research of High School Students'Academic Delay Satisfaction Level Based on Thematic Psychology Courses

作　　者：田志鹏[1] 高珊 Tian Zhipeng;Gao Shan(Student Affairs Department,Harbin Normal University,Harbin,Heilongjiang 150025,China;Jili Middle School,Foshan,Guangdong 528061,China)

机构地区：[1]哈尔滨师范大学学生工作部,黑龙江哈尔滨150025 [2]佛山市禅城区南庄镇吉利中学,广东佛山528061

出　　处：《牡丹江师范学院学报(社会科学版)》2025年第2期25-31,共7页Journal of Mudanjiang Normal University(Social Sciences Edition)

摘　　要：为了检验自主研发心理课程干预可有效提高高中生学业延迟满足水平,选定佳木斯市某高中高一学年学业延迟满足能力整体偏低且人口学变量上无显著差异的两个同质班,各50人,对实验班的学生进行自主研发课程干预,对照班的学生进行常规的非本干预主题的心理课授课,共八周,每周一节。结果显示,与对照班相比,实验班在实施提高学业延迟满足水平的主题心理课干预方案后,其学业延迟满足能力得到显著提高,并具有一定的持续性。由此得出这一设计研发的主题心理课可以提高高中生学业延迟满足水平。In order to test the effectiveness of the self-developed theme psychological course program that can improve the academic delay of high school students'satisfaction,two homogeneous classes,each consisting of 50 students,were selected from a high school in Jiamusi,where the overall academic delay of satisfaction in the first academic year is low and there is no significant difference in demographic variables,are selected to carry out the self-developed course intervention on the students in the experimental class,and the students in the control class are given the conventional non intervention theme psychological course,a total of eight weeks,one class a week.The results showed that,compared with the control class,the experimental class's academic delay satisfaction ability was significantly improved after the implementation of the thematic psychological class intervention program to improve the academic delay satisfaction level,and had a certain degree of sustainability.The theme psychology course designed and developed in this study can improve the level of academic delay satisfaction of high school students.

关 键 词：学业延迟满足 高中生 干预 主题心理课 

分 类 号：G641[文化科学—高等教育学]