大学生朋辈帮扶对中学生“躺平”行为的干预研究

A Peer-Mentoring Intervention for Reducing “Lying-Flat” Behavior among Secondary-School Students

摘要: 本研究基于社会学习理论，以湖北、广东两省4所中学的初三、高三学生为对象，通过问卷调查、深度访谈及数据统计分析等方法，深入探究中学生“躺平”现象的特征、成因，并设计、实施了针对性的大学生朋辈帮扶策略。研究识别出学习型躺平和社交型躺平两种主要群体，通过多维指标筛选出多名帮扶对象，然后基于社会学习理论，设计了学习经验分享、大学生个人成长故事分享和多样化社团建设等活动。结果显示，朋辈帮扶行动有效促进了学生学习方法的迁移、学习动力的增强和目标导向行为的建立。

Abstract: Grounded in social learning theory, this study recruited Grade-9 and Grade-12 students from four secondary schools in Hubei and Guangdong provinces. Through questionnaires, in-depth interviews and statistical analyses, the authors examined the characteristics and causes of “lying-flat” behavior and developed a targeted peer-mentoring program delivered by university students. Two sub-groups—study-oriented lying-flat and social-oriented lying-flat—were identified, and 23 students were finally selected as study subjects through a multi-criteria algorithm that weighted academic trajectories, psychosocial indices and self-report lethargy scores. Rooted in social learning theory, the intervention program comprised three intervention pillars: role-model demonstration, experience transmission and interest-driven activities, including sharing of learning strategies, live streaming of university life and establishment of diversified clubs. Results indicate that the peer-mentoring intervention effectively facilitated the transfer of learning methods, strengthened academic motivation and fostered goal-directed behavior among the participants.