The Inventory Survey And Intervevt Study Of College Students’ Learning Engagement

With the rapid development of social economy, students faces more and more severe challenges and pressures. So How to learn happied has become the focus of Chinese education reform. As the positive side of student learning,Learning Engagement explore the reaction of student in facing learning situation from positive viewpoint and promote the happy experience of students. On the other hand, learning engagement can Stimulate students’inner motivation then Enjoy the learning. Moreover, learning engagement plays a decisive role in promoting students’learning self-efficacy with achievement and reducing bad behavior and achievement. So the researchers have discussed how to use effective way to enhance the level of students’learning engagement.Some scholars study the the intervention of learning engagement from the point of approach, learning motivation,1but there is no wide applicability to the effective integration of intervention mode. Scholars have been confirmed the effect of meaning therapy on students’learning motivation, self-efficacy and learning significance. So this study is to study the status of the current college students’learning engagement through the questionnaire survey, and use the meaning therapy group guidance form to intervene the learning of college students, enrich the domestic current situation of the college students’learning in research, fill in the lack of the intervention research field and studying in China and discusses the effect of meaning therapy on promoting students’learning engagement.This research mainly contains two parts:the first part use to use UWES-S to measure224students from zhejiang normal university. And analyze the college students’learning engagement characteristics and conditions. So that we can provide theoretical guidance and support for learning engagement intervention study. The second part mainly use the interview method and experimentation. We choose18subjects Combined with the first part of study in scoring and a willingness to choose learning engagement score below60and willing to participate in the experiment and Randomly assign to two groups of the same number of participants. The experimental group subjects accept meaning therapy group counseling intervention, control group subjects didn’t accept any experimental treatment. All the participants accept UWES-S measuring before and after experimental treatment to survey the overall level of subjects’learning engagement and learning vigor, dedication and learning absorption. At the end of the group counseling intervention and Intervention process, I use the self-made 《The feedback of meaning therapy study group intervention)) to collecting qualitative material。The results of the study are as follows:一、research conclusions of the condition of college students’learning engagement.(1) the learning engagement of college students presents medium level, and the status of the score differences.(2)The learning engagement total score and each dimension of college students showed no significant difference in the grade,。In addition to the dimension of learning absorption, The learning vigor and learning dedication and total scores of learning engagement present a trend of gradually decreasing from freshman year to senior year. graduate studies in the total score and each dimension back up to a level close to a freshman.(3)College students’learning engagement total score and each dimension score show no significant differences in the professional category.(4)College students’learning engagement total score and each dimension score show no significant difference on the registered permanent residence.二、The conclusions of meaning therapy intervention study in college students’learning engagement.(1) Meaning therapy is fit for college students’learning engagement intervention.By analyzing the group counseling activities and group guidance feedback questionnaire we know stressing meaning, freedom of choice and responsibility, rational reflection, paradoxical intention of technology has favorable intervention effect on students’learning engagement and the volition of learning.(2)Meaning therapy group intervention can significantly enhance the level of students’learning dedication.With the analysis of the learning engagement before and after the test of the experimental group subjects shows that the meaning therapy has timeliness effect on the promotion of students’learning dedication.Through We interview to subjects,we find emphasis on the meaning of learning can promote students’sense of belonging and pride in learning activities, and to overcome setbacks to insist on learning, and experience self-management and self-efficacy.(3) The meaning therapy intervention increase significantly total students’learning engagement level.The analysis of learning engagement before and after the test of the experimental group subjects and the after test of experimental、Control group subjects show the meaning therapy group intervention can promote students’learning engagement.(4)The meaning therapy group intervention shows no significant effect on learning vigor and learning absorption.