Virginia M. C. Tze, Vanessa L. Rilkoff, Lia M. Daniels, Patti C. Parker
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引用次数: 0
Abstract
Boredom is a commonly experienced emotion that is detrimental to student performance. This study piloted Phase 2 of the Boredom Intervention Training (BIT) program which used cognitive restructuring to alter students’ boredom misbeliefs. The sample consisted of 149 students from a midwestern Canadian University. We identified participants’ boredom misbeliefs at baseline and employed McNemar tests to determine if students reported fewer boredom misbeliefs after viewing a psychoeducational training video. Our results revealed students reported fewer boredom misbeliefs post-video compared to pre-video (all p’s < .025). Implications of Phase 2 of the BIT program for university students are discussed.
厌学是一种常见的情绪，对学生的学习成绩不利。本研究试行了无聊干预训练（BIT）项目的第二阶段，通过认知重组来改变学生的无聊误解。样本包括来自加拿大中西部一所大学的 149 名学生。我们确定了参与者在基线时的无聊误解，并采用麦克尼玛测试来确定学生在观看心理教育培训视频后是否减少了无聊误解。我们的结果显示，与观看视频前相比，观看视频后学生报告的无聊误解更少（所有 P 均小于 0.025）。本文讨论了 BIT 计划第二阶段对大学生的影响。
期刊介绍：
The Canadian Journals of School Psychology (CJSP) is the official journal of the Canadian Association of School Psychologists and publishes papers focusing on the interface between psychology and education. Papers may reflect theory, research, and practice of psychology in education, as well as book and test reviews. The journal is aimed at practitioners, but is subscribed to by university libraries and individuals (i.e. psychologists). CJSP has become the major reference for practicing school psychologists and students in graduate educational and school psychology programs in Canada.
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