Intervention Study Of Group Counseling On The Lack Of Learning Motivation Of Second-year Students

Learning problem is an important inscape in middle school students' mental health education.Students of Grade 8 are in process of rapid self-awareness development,and their thought is transforming from experimental style to logical style.However,the difference between their thinking style leads to fluctuant grades,as some students in maladjustment are in the trouble of development.As a kind of drive that guides?motivates and maintains one's learning ongoing,learning motivation plays an important part in students' learning behavior.On the contrary,amotivation not only impedes students' dynamical system of learning,but have an undesirable effect on the result and efficiency of learning,so the reason of amotivation needs to be found to intervene specifically.Group counseling is widely used in mental health education from school for its numerous benefits,such as multiple modality?strong power of mental infection?saving time?high efficiency and so on.In this paper,group counseling is tried to be used to intervene amotivation of student in Grade 8 to promote students' healthy development.On the basis of universal measurement of amotivation,students of Suiyang Middle School Grade 8 in Mudanjiang City,who are homogeneous and in badly learning amotivation are picked to be divided into experimental group of 20 students and control group of 20 students.By designing a set of group counseling program in accordance with the condition of students' amotivation,intervention experiment will be made for the experimental group to research the effectiveness of intervening amotivation.The results of this study are as follows:(1)Participants in the amotivation test are mostly in medium degree,while part of them are in serious amotivation.(2)Among them,boy's amotivation degree is higher than girl's;students with bad grades are significantly higher than those with good grades in the degrees for cognition?experience and performance of amotivation;students whose parents have low degree of education have higher degree of amotivation than students whose parents have high degree of education;students whose parents are absent have stronger experience of amotivation compared with students with their parents or at least one;students who like their teachers in charge of class and other subject teachers are in lower degree of amotivation than those students who dislike;while,there is no significant difference in amotivation and its respective dimension for the aspect of class duty?whether only child or not?living standard or the degree of parents' attention to study.(3)Group counseling is effective for reducing amotivation of students in Grade 8.After the intervention,experimental group students' pre-test score of experience in amotivation is significantly lower than students in control group,and there obvious difference between pre-test and post-test.(4)Group counseling is effective for reducing amotivation of students in Grade 8.After the intervention,experimental group students' post-test score of experience in amotivation is significantly lower than their pre-test,while there is no difference for the control group students' amotivation and each dimension.