An Intervention Study On The Effect Of Group Counseling Training Of Attribution Of Cognitive Behavior On Students’ Academic Self-handicapping In The Second Year Of Middle School

Academic self-handicapping is a behaviour setting obstacles in advance, so as to prepare the resonable excuse in advance for potential failure, in order to avoid possble negative emotion results,when the students meet typical academic competence evaluation situation. Some reseached state it is one of the most important factors which influence studentss; academic development and psychological health level. Second grade in junior middle school is high inciclence season of ASH. At present The intervene reseach for ASH is comparatively weak at home and abroad.The present main reseach for ASH just put forward some intervene strategy.The empirical reseach is very less.This research rivised the middle school ASH questionaire and make it more fit for students in second grade of junior middle school at first. Then formulate attribution training model of cognitive behavior at the base of the former research. After preliminary selecting and depth interview for 50 serious ASH students.30 ASH students were tested.They were devided into experimental froup and control group. Experimental group proceed attribution training of cognitive behavior. After the group counseling, a statistics for the before and after test scores and tracking test scores was separately carry on to see whether the model effectively reduce the junior middle school second grade students’s ASH.This research got the following conclusions:(1) The group intervention model of connitive behavior attribution training can effectively improve the student’s study results. (2) it can improve the attribution way in learning process,namely the external attribution model translate into internal attribution way. (3) it can effectively reduce the junior middle school seond grade students’ ASH.it can be a effective way to reduce or eliminate the ASH.