中国儿童保健杂志 ›› 2014, Vol. 22 ›› Issue (9): 979-981.DOI: 10.11852/zgetbjzz2014-22-09-26

• 临床研究与分析 • 上一篇    下一篇

短程结构式游戏疗法对12岁考试焦虑儿童学业自我效能感的干预研究

赖雪芳1, 章小雷2, 张利滨2, 黄钢2,3   

  1. 1. 广东省东莞市妇幼保健院儿童保健科, 广东 东莞 523000;
    2. 广东医学院附属医院儿童医学中心, 广东 湛江 524001;
    3. 湛江师范学院教育科学学院心理系, 广东 湛江 524048
  • 收稿日期:2013-12-02 发布日期:2014-09-10 出版日期:2014-09-10
  • 通讯作者: 黄钢,E-mail:huang6108@gdmc.edu.cn
  • 作者简介:赖雪芳(1983-), 女, 广东人, 主治医师, 硕士研究生, 研究方向为儿童心理咨询与治疗。
  • 基金资助:
    东莞市科技攻关项目(2008108101058)

Effects of short term structural play therapy on the academic self-efficacy for 12 years old children with test-anxiety

LAI Xue-fang1, ZHANG Xiao-lei2, ZHANG Li-bin2, HUANG Gang2, 3   

  1. 1. Dongguan Maternal and Child Health Care Hospital,Dongguan,Guangdong 523000,China;
    2. Department of Pediatrics,Affiliated Hospital of Guangdong Medical College,Zhanjiang,Guangdong 524001,China;
    3. Department of Psychology,Zhanjiang Normal University,Zhanjiang,Guangdong 524048,China
  • Received:2013-12-02 Online:2014-09-10 Published:2014-09-10
  • Contact: HUANG Gang,E-mail:huang6108@gdmc.edu.cn

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被引次数

12

摘要： 目的 探讨短程结构式游戏疗法对考试焦虑儿童学业效能感的干预效果。方法 采用考试焦虑问卷从东莞市某中学初一年级285名学生筛出16例高考试焦虑学生,采用等组前后测实验方法,分为干预组(8例)和对照组(8例),对干预组进行12次结构式游戏干预,用考试焦虑问卷与学业自我效能感问卷评估短程结构式游戏疗法对12岁考试焦虑儿童学业自我效能感和考试焦虑的干预效果。结果 经过12次的结构式游戏治疗干预,干预组考试焦虑总分比干预前明显降低(P=0.002),与对照组比较差异有统计学意义(P=0.025);干预组学生的学业效能感得分、学习能力得分比干预前得分明显提高(P均<0.01),与对照组比较差异有统计学意义(P均<0.05)。结论 结构式游戏疗法能有效提高考试焦虑儿童的学业自我效能感,降低考试焦虑水平。

关键词: 游戏疗法, 考试焦虑, 自我效能感, 儿童

Abstract: Objective To check and evaluate the effect of short term play therapy on the academic self-efficacy of children with test-anxiety. Methods A total of 16 children aged 12 years old with test-anxiety was separated into experiment group (n=8) and control group (n=8) randomly.The structural play therapy,as the intervention,was applied to the experiment group once a week to each case for 50 minutes each time and 12 times in total.The intervention effects were evaluated by questionnaire of Test Anxiety Questionnaire (TAQ) and Academic Self-efficacy Questionnaire (ASQ) at pretreatment and post-treatment.Effects of the structural play therapy were studied by the data of the results. Results Before the intervention,there were no significant differences between the two groups' scores of TAQ and ASQ.The experiment group,after 12 structural play therapy,the scores of the test-anxiety were lower than pretreatment (P=0.002),and lower than the control group (P=0.025).The total scores of ASQ and the scores of the satisfaction of academic capability part had significantly differences between both before and after interventions' experiment group (P all <0.01),also between the experiment group and the control group(P all <0.05). Conclusion The structural play therapy can obviously relieve the test-anxiety emotion of the children with test-anxiety and improve their academic self-efficacy.So the structural play therapy can be used as one of the effective method for the treatment of children with test-anxiety.

Key words: play therapy, test-anxiety, academic self-efficacy, children

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