Characteristics Of Autobiographical Memory Of Junior Middle School Students With Learning Maladjustment And Its Intervention

Learning maladjustment refers to the learning interference phenomenon that students do not actively adjust with the change of learning conditions in the learning process,resulting in the failure of academic performance and mental health to reach the corresponding development level.Poor learning adaptability makes students’ learning time not fully and effectively utilized,resulting in inadequate learning ability,lack of confidence in learning,and even dropout,which seriously restricts the healthy development of students’ overall quality.Information processing model points out that social adaptation is a process in which individuals receive new social cues and new information in a special social situation by using a database composed of existing biological abilities,past experiences and memory knowledge.Learning adaptation is also a kind of social adaptation,so understanding the relationship between learning adaptation and autobiographical memory is helpful to understand the formation mechanism of learning maladjustment and provide new ideas for the intervention of learning maladjustment.This study examined the relationship between autobiographical memory and learning adaptation through three experiments.In the first study,60 junior high school students were selected as the subjects,and 3(cues: positive words/neutral words/negative words)× 2(groups: well-adapted group/ill-adapted group)mixed design was used to investigate the generalization degree of learning autobiographical memory of junior high school students with learning maladjustment under different emotional cues;In the second study,60 junior high school students were selected as the subjects,and the mixed design of 2(group: good learning adaptation and poor learning adaptation)× 2(valence: positive learning events and negative learning events)was used to investigate the coherence of autobiographical memory of junior high school students with poor learning adaptation under different events;In the third study,60 junior high school students with learning maladjustment were selected and divided into the intervention group and the control group,30 in each group.The intervention group used the memory bias correction technique to intervene their autobiographical memory,while the control group did not receive any intervention.The experimental results of the two groups were compared to prove the effect of intervention.The conclusions of the study are as follows:(1)Compared with the middle school students with good learning adaptation,the students with poor learning adaptation have higher generalization level of autobiographical memory of negative information related to learning,but there is no significant difference in positive information related to learning..(2)Compared with the junior middle school students with good learning adaptation,the students with poor learning adaptation have lower consistency in autobiographical memory of positive and negative events..(3)Compared with the control group,the learning adaptation score of the intervention group increased significantly,the generalization level of autobiographical memory was lower,and the coherence level was higher..Therefore,junior high school students with learning maladjustment have a higher degree of generalization and a lower degree of coherence in autobiographical memory,and memory bias correction technology has a certain effect on the characteristics of academic autobiographical memory of junior high school students with learning maladjustment.