A Study On The Application Of Group Guidance On Improving Self-confidence Of Elementary Students

As an important part of personality, self-confidence is an important factor of what is driving action in one's personality structure, it is as one important psychological qualities, one's sense of success and failure are directly dependent on the individual's self-confidence. Middle school stage is an important period of one's physical and mental development,the students' development and social conflicts continuing to impose high expectations easily frustrated students, which leading to bringing down their self-confidence.At present,most of our school is based on individual counseling, the improving and prevention function of psychological counseling are restricted. As an effective form of psychological counseling, group guidance has a very distinct advantage in helping individuals understand themselves and improve self-confidence, interpersonal communication.For elementary students, we can not simply adopt the form of adult-oriented counseling, group guidance is lively and effective, which the students easily accept. Therefore, this study try to use the form of group guidance to improve self-confidence of elementary students.Based on summarizing the documents, individual interviewing and investigating of open questionnaire, and the questionnaire related to self-confidence to model as a template.According to it,the study designed a preliminary questionnaire of self-confidence of elementary students. By the factor analysis of the informal questionnaire, we developed the formal questionnaire and verified its reliability and validity. Then we used the formal questionnaire to investigate elementary students to find the characters of them and we tested the structure of self-confidence of elementary students by Structural Equation Model.We chose 36 students who had low level of self-confidence and divided them into three groups,one as a experimental group,another as a comparative one,the last one as a control group.We hold group guidance based on self-confidence for 10 times to the experimental group,we also hold group guidance based on emotion controling for 10 times to the comparative one,while do nothing to the control one.Then after the end of the guidance,statistical analysis of the three groups' former scores and subsequent scores is taken.After three months and a half, a tracking survey conducted was done.Our main conclusions are as follows:1. The adapted questionnaire of this study was entirely accord with the request of psychometrics. This questionnaire had good reliability and validity.2. Self-confidence of elementary students was constituted by the six dimensions as following:the whole self-confidence, sensibility self-confidence, communication self-confidence, expression confidence, speciality self-confidence, school work self-confidence.3. Overall, the elementary students in the level of the whole self-confidence dimension is the highest, followed by communication self-confidence, sensibility self-confidence, and speciality self-confidence, expression confidence, the level of school work self-confidence dimension is the lowest of all.4. On the grade and school type,the self-confidence of the elementary students are significant differences; on the different place of birth and the economic situation of families, the communication self-confidence of the elementary students were significantly different; on the only child and the non-only-child,whether the parents divorce, the sensibility self-confidence of the elementary students were significantly different;on the total score and the whole self-confidence, expression confidence, school work self-confidence, the students of different school work performance were significantly different.5.The self-confidence group guidance program of elementary students is feasible and effective.6. On improving the level of self-confidence of the elementary students,group guidance was significantly effective, and has good long-term effects.