The Experimental Study Of The Campus Psychodrama On The Cultivation Of Daily Self-supporting Of First-year Primary School Students

Objective: To explore the influence of campus psychodrama on the level of daily self-support behavior of first-year primary school students.Methods:(1)Study 1 adopted the pretest-posttest control group design.The experiment took campus psychodrama as the independent variable,and the daily self-supporting level of first-year primary school students as the dependent variable.Firstly,two classes were sampled by cluster sampling in a primary school in Changsha and the?6-12 years old children self-supporting——daily self-supporting behaviors scale?was used to measure the daily self-supporting behaviors of students.Students' self-assessment scores were then ranked from high to low.From the two classes,10 students with low group were selected to form the experimental group and the control group.At the end of the nine-week campus psychodrama intervention(twice a week)and two weeks after the intervention,the scale was still used to conduct the post-measurement and follow-up measurement of students.(2)In study 2,a single subject study design was used to conduct an in-depth study of 4 case students selected from the experimental group.The independent variable and dependent variable are set up and studied the same way as the research one.There were 3 periods in this experiment: baseline stage(4 weeks),intervention stage(9 weeks)and follow-up stage(2 weeks).Results:(1)Study 1:(1)Difference is found in the group,in the experimental group,the subjects of a pretest score was significantly lower than test scores and tracking after scoring(F=22.48,p<0.001),in the control group,subjects of measuring and tracking after scoring the previous test scores were significantly increased(F=6.9,p<0.01);(2)Previous test scores were covariates,and the differences between theexperimental group and the control group were compared through covariance analysis,and the results of post-test(F=20.94,p < 0.001)and follow-up(F=4.74,p<0.05)of the experimental group were significantly higher than those of the control group.(2)Study 2: Based on the results of quantitative and qualitative analysis of the four case students,the daily self-supporting level of the four case students in the intervention period and follow-up period was significantly higher than that of the baseline period.Conclusion: The intervention of campus psychodrama with the theme of daily self-supporting can promote the development of daily self-supporting of first-year primary school students.