正向反刍思维团辅训练对初中生反刍思维和学业拖延的干预效应——来自积极行为塑造的证据

The Intervention Effect of Positive Rumination Group Counseling Training on Rumination and Academic Procrastination among Junior High School Students—Evidence from Positive Behavior Shaping

摘要: 为探究正向反刍思维团辅训练对改善初中生反刍思维水平和学习拖延现象的作用，利用积极行为塑造的思路，采用2 (实验组和控制组) × 2 (前测和后测)的二因素混合实验设计，选取中国天津市某中学的两个初二年级的平行班级，其中一班作为实验班接受为期五周、每周一次的正向反刍思维团辅训练，另一班作为控制班作自习课程的处理。而后，通过对两个班同学进行匹配，确定最终实验组和控制组被试。最后，对正向反刍思维团辅训练过程中所获得的数据进行分析，探讨干预效果。结果显示：通过正向反刍思维团辅训练，初中生积极反刍思维水平提升，消极反刍思维水平下降，学业拖延状况改善。综上，得出结论：按照积极行为塑造思路设计的正向反刍思维团辅训练能改善反刍思维、削弱学业拖延。

Abstract: To investigate the role of positive rumination group counseling training in improving junior high school students’ rumination levels and academic procrastination, this study adopted the approach of positive behavior shaping and employed a 2 (experimental group vs. control group) × 2 (pre-test vs. post-test) two-factor mixed experimental design. Two parallel classes of eighth graders from a middle school in Tianjin, China, were selected. One class served as the experimental group and received a five-week positive rumination group counseling training once per week, while the other class served as the control group and underwent self-study sessions. After matching students from the two classes, the final participants in the experimental and control groups were determined. Data obtained during the positive rumination group counseling training were analyzed to explore the intervention effects. The results showed that after the positive rumination group counseling training, junior high school students’ level of positive rumination increased, their level of negative rumination decreased, and their academic procrastination improved. In conclusion, positive rumination group counseling training designed based on the positive behavior shaping approach can improve rumination and reduce academic procrastination.