Effect Research Of The Treatment On Learning Motivation Of College Student By Using The Meta-cognition Intervention Technique

Objective: In this study,we summarizes the domestic and international research of learning amotivation phenomenon,and on this basis to explore the psychological mechanism of learning amotivation phenomenon in depth.Prove the validity of validity of meta-cognitive intervention techniques on learning amotivation phenomenon through multiple baseline Research methods,provide Clinical experience of psychological interventions to address this issue.Methods: The present study used six visitors of learning amotivation phenomenon who have related symptoms,adopt Meta—cognition Intervention Technique and multiple baseline Research methods hat Comparison of the same subjects in different situations.By comparing Learning Motivation Questionnaire and College students' Learning Motivation Test results demonstrate the effectiveness of interventions,To subjects self-observation record as small sample multiple baseline Research design specifications.Results:After the end of the intervention,6 subjects' College students' Learning Motivation Test scores were lower than screening criteria,Learning Motivation Questionnaire scores were higher than before,changing multiple baseline figure show that the subjects learning motivation experience under different situations and the number of occurrences typical behavior in a day were decreased significantly,indicate that intervention effects of six subjects were caused by the treatment of Meta—cognition Intervention Technique,exclusion of other factors.Conclusion:The key of learning amotivation phenomenon is the negative emotions in specific scenarios,establish a positive emotional response conditioned by Meta—cognition Intervention Technique can solve this problem,not easily recrudesce.