| Learning aversion is a realistic problem faced by students at the present stage,and it shows a high incidence trend.Learning aversion can lead to students losing interest in school life,experiencing emotions of weariness,laziness,indifference,even aversion and avoidance,and in severe cases,it can lead to dropping out of school.The physiological development of junior high school students is more rapid than their psychological development.Their body and mind are in an unbalanced state which often causes various contradictions in their psychological development,leading to extreme behavior.Students in urban-rural integrated areas face negative social influences such as ineffective family education,cultural conflicts between urban and rural areas,and insufficient management innovation.They have different characteristics from urban and rural school students in terms of moral and ethical values,behavior norms,study habits,disciplinary constraints,and psychological cognition.This study takes the psychological learning aversion of junior high school students in urban-rural integrated areas as the research subject,analyzes the factors influencing student learning aversion,and explores methods and strategies to improve and reduce student learning aversion.This study uses a method that combines quantitative and qualitative research to analyze the current situation and influencing factors of cognitive,behavioral,and emotional learning aversion among junior high school students in urban-rural integrated areas.In the quantitative research,a random sampling method was used,selecting one urban middle school in Kunming city,Yunnan province,and two urbanrural integrated middle schools in Jinning district.The Learning Aversion Scale for Junior High School Students was used to survey the learning aversion of 706 junior high school students in the three schools.Exploratory factor analysis and confirmatory factor analysis were used to revise and model the Junior High School Learning Aversion Scale,and questionnaire data was used to analyze the features of learning aversion and explore the influencing factors of learning aversion among junior high school students in urban-rural integrated areas.In the qualitative research,based on the results of the quantitative study,15 junior high school students received group counseling intervention,and 3 students received individual case intervention.The results are as follows:(1)Through item analysis and exploratory factor analysis,the Junior High School Learning Aversion Scale was revised.The revised scale includes three dimensions;cognitive learning aversion(factor 1),behavioral learning aversion(factor 2),and emotional learning aversion(factor 3).There are 20 items in total.The results of confirmatory factor analysis indicate that cognitive learning aversion have interaction with emotional learning aversion,and both cognitive and emotional learning aversions influence behavioral learning aversion,behavioral learning aversion have greater influence on learning aversion.(2)There is no significant difference in learning aversion by gender,but girls show higher levels of emotional learning aversion than boys.Non-only children show higher levels of learning aversion than only children,and non-only children have higher levels of behavioral and emotional learning aversion than only children.The level of learning aversion among students in different grades shows that grade 8 is higher than grade 9,which is higher than grade 7.Students with excellent academic performance show lower levels of learning aversion than those with average,below average and good academic performance.Learning aversion in urban-rural integrated areas is higher than in urban schools,and urban-rural integrated areas score higher in all three dimensions of learning aversion compared to urban schools.(3)In the group counseling intervention for junior high school students in urbanrural integrated areas who scored more than 3 points on the Learning Aversion Scale,a total of 30 students were selected,and 15 students were randomly selected as the experimental group for intervention,and the remaining 15 students were the control group without intervention.Using cognitive-behavioral therapy and based on the revised Junior High School Learning Aversion Scale,a nine-topic group counseling plan was designed from the three dimensions of cognitive,behavioral,and emotional learning aversion.After the group intervention,the experimental group showed lower scores in learning aversion compared to the control group,especially in the dimensions of behavioral and emotional learning aversion,indicating the effectiveness of the group intervention.(4)In the individual case intervention study for junior high school students in urban-rural integrated areas,three students who had unclear intervention effects and were willing to participate and whose parents were willing to cooperate were selected.Through observation and interviews,four meetings were conducted in stages and time frames.The learning aversion of the three individual students improved after the intervention,and the effectiveness of the individual case intervention was good,with a natural conclusion.Based on the above conclusions,the reasons for learning aversion among junior high school students are discussed,and countermeasures and suggestions are proposed.Cognitive-behavioral therapy is recommended to be applied to the intervention and treatment of learning aversion among junior high school students. |
