初中生挫折應(yīng)對(duì)自我監(jiān)控訓(xùn)練的實(shí)驗(yàn)研究.pdf

1、西南師范大學(xué)碩士學(xué)位論文初中生挫折應(yīng)對(duì)自我監(jiān)控訓(xùn)練的實(shí)驗(yàn)研究姓名：向守俊申請(qǐng)學(xué)位級(jí)別：碩士專業(yè)：發(fā)展與教育心理學(xué)指導(dǎo)教師：張大均2001.5.1一塑些些!墮堅(jiān)墜型型絲塑———————一TheExperimentalResearchonDrillingJuniorSchoolStudentsTheSelfMonitoringofFrustrationCopingMajor：DevelorlIlentalandEducationalPsyc

2、hologySpecialty：EducationalPsychologyTutor：Prof刁1a】唱DajLⅡ1Author：Xiang鼬叫j哪AbstractFrustrationcopingtrainingiSaimportantwaytOcultivateFrustrationtoleranceFrustrationcopingisakindofcognitionandbehavior，whichappraisesthemea

3、mngofsourceoffrustration，controlsorchangesfrustrationenvironment，andalleviatesemotionalreactionscausedbyfrustrationFrustrationcopingthatbuildsonthetwotheoriesofstressandcopmg，iSarealisticresearchfieldthatconcelTiStheconc

4、entratedphenomenaoffrustrationofcurrentmiddleschoolstudents，especiallyjuniorschoolstudentsManyofthecurrentresearchesonfrustrationcopingstillremainsonthelayeroftheoryandthelevelofgeneralcognition，howeveritiSraretofindthee

5、xperimentalresearchontheJevelofstudent’SmetacognitionThisresearchsynthesizestherelatedtheoriesandproposesthattheselfmonitoringoffrustrationcopingisanimportantwaytosolvethequestionoffrustrationcopingofjuniorschoolstudents

6、becauseitcanmakestudentspreventandcopefrustrationandthuspromotetheirfrustrationtoleranceandtheiradaptationanddevelopmentAfterthediscussionofthechangeabilityoffrustrationcoping，andthenecessityandthepossibilityofselfmonito

7、ringadoptedinthecourseoffrustrationcoping，Basedontheresearchesfromhomeandabroad，thisstudyadvancesthetheoryoftheselfmonitoringoffrustrationcopingItscontentsCanbegeneralizedintofourrespects：learning，personalrelationship1ir

8、eadaptationandcharacterdevelopment；itSmodecanbedividedintothreestages：proactivecoping(notdesignedtoaddressanyparticularfrustration)，anticipatorycoping(designedtoaddressanupcomingfrustrationwhoseocculTenceislikelyorcertai

9、nlandcoping；itsskillsaresummarizedintofourdomains：attention—recognition，appraising，planingandchecking—summarizing。Thisresearchadvancesatrainingframeworkthatincludesageneralmodeandaspecialmodeondrillingiuniorschoolstudent

10、stheselfmonitoringoffrustrationcopingThegeneralmodemaybegeneralizedas：thewholetrainingincludesfourfields(1earning，personalrelationship，】ireadaptationandcharacterdevelopment)；everyfieldconsistsofthreestages(knowledgelearn

11、ing，skillacquiringandstrategyforming)；eachstageconsistsofthreesteps(judging—distinguishing，strategytrainingandintrospecting—feeling)；thewholetrainingfollowsthefivelinksbywhichmentalqualityformS(selfrecognition，truthteach

12、ing，actionleading，introspectingandcharacterforming)ThespecialmodeiSthinkingaloudmethodAhertheexperiment，wefound：(1)theselfmonitoringoffrustrationcopingcanremarkablyimprovethesituationofstudent’Sfrustrationcoping；(21these

13、lfmonitoringoffrustrationcopingcanhelpstudentschangetheirfrustrationcopingmelhodfromnegativecopingtopositivecoping；(3)itiSfeasibleandeffectiveforjuniorschoolstudentstoimprovetheirsskillsoftheselfmonitoringoffrustrationco