主题课堂干预对中职生心理韧性的影响研究

A Study on the Impact of Thematic Classroom Intervention on the Psychological Resilience of Secondary Vocational School Students

摘要: 目的：本项研究旨在检验为期10周的主题课堂干预对于中职生心理韧性水平的作用效果。方法：共有84名中职生自愿参与并完成随机分组，形成实验组与对照组。在干预前后分别采用青少年心理韧性量表对全体被试进行测评。实验组接受持续10周的主题课堂干预，对照组不开展相关干预活动。通过两因素重复测量方差分析，比较两组在干预前后心理韧性得分的变化情况。结果：实验组在干预后的心理韧性得分(t = −3.92, p < 0.001)显著高于干预前；对照组在干预前的心理韧性得分(t = 1.26, p > 0.05)低于干预后。结论：研究结果显示，积极参与主题课堂训练的中职生心理韧性水平更高，说明在教育场景中引入主题课堂训练可为个体提供有效应对生活压力的实用工具。

Abstract: Objective: This study aims to examine the effect of a 10-week thematic classroom intervention on the psychological resilience level of secondary vocational school students. Methods: A total of 84 secondary vocational school students voluntarily participated and were randomly assigned to an experimental group and a control group. All participants were assessed using the Chinese Adolescent Psychological Resilience Scale before and after the intervention. The experimental group received a 10-week thematic classroom intervention, while the control group did not undergo any related intervention activities. A two-way repeated measures ANOVA was conducted to compare changes in psychological resilience scores between the two groups before and after the intervention. Results: The psychological resilience scores of the experimental group after the intervention were significantly higher than before the intervention (t = −3.92, p < 0.001). The psychological resilience scores of the control group before the intervention were lower than after the intervention (t = 1.26, p > 0.05). Conclusion: The results indicate that secondary vocational school students who actively participated in thematic classroom training exhibited higher levels of psychological resilience, suggesting that introducing thematic classroom training in educational settings can provide individuals with practical tools to effectively cope with life stressors.