Investigation And Group-Intervention: Self-control In Learning Of Junior High School Students

Have the ability of self-control is the guarantee of mental health. Self-control being undermined may lead to anxiety, depression, helplessness, interpersonal chaos, Etc. General self-control performance in learning is called self-control in learning. Many studies show that there is significant correlation between self-control in learning and academic. Academic performance will affect the students to evaluate their ability and their position in the class. Junior is a very crucial period in the whole life. Students at this stage have both consciousness and dependence, initiative and passive. Emotion and willpower is relatively weak. Self-control in learning is not stable and lasting. Therefore the study of junior high school student's self-control in learning is necessary. Help the students to explore their self-control in learning have great significance.This study will survey the present situation of junior high school student's self-control in learning. On this basis, the researcher will combine the psychological theory to draw up an intervention program. This intervention program is fit for junior high school students and can be able to promote.In this study, questionnaire (The test of self-control in learning of junior high school students) was used to test the status of self-control in learning for 346 students in Tai Yuan. According to results of the survey, drawing out one class of the first grade, and divide the lowest 27% of the students into experimental and control group(8 students every group). The intervention goes on ten weeks, once a week. All data gained in this research are handled by soft wares of Spss 13.0 for Windows.Conclusion:(1) Self-control in learning of junior high school students at a medium level.(2) Self-control in learning of junior high school students has gender differences. Girls are significantly better than boys on total scale, and on three subscales.(3) Self-control in learning of junior high school students has grade difference. On the total scale, and three subscales, first-grade students are significantly better than second-grade students, second-grade students are significantly better than third-grade students.(4) There is no significant difference between single children and non-single children.(5) There is no significant interaction among the grade, gender and whether the single children or not.(6) There are significant differences between experimental group and control group in the post-test. After intervention, experimental group's scores had significantly improved. And the control group had no significant change.(7) The effect of intervention in this study is obvious. It is worth to be promoted.