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湛蕾, 周颖, 姜心慧, 程滢洁, 张铭宇, 杨智辉. 园艺团体辅导对小学生焦虑与注意力的影响[J]. 北京林业大学学报(社会科学版), 2021, 20(3): 82-92. DOI: 10.13931/j.cnki.bjfuss.2020089
引用本文: 湛蕾, 周颖, 姜心慧, 程滢洁, 张铭宇, 杨智辉. 园艺团体辅导对小学生焦虑与注意力的影响[J]. 北京林业大学学报(社会科学版), 2021, 20(3): 82-92. DOI: 10.13931/j.cnki.bjfuss.2020089
ZHAN Lei, ZHOU Ying, JIANG Xin-hui, CHENG Ying-jie, ZHANG Ming-yu, YANG Zhi-hui. The Effect of Horticultural Group Counseling on Pupils' Anxiety and Attention[J]. Journal of Beijing Forestry University (Social Science), 2021, 20(3): 82-92. DOI: 10.13931/j.cnki.bjfuss.2020089
Citation: ZHAN Lei, ZHOU Ying, JIANG Xin-hui, CHENG Ying-jie, ZHANG Ming-yu, YANG Zhi-hui. The Effect of Horticultural Group Counseling on Pupils' Anxiety and Attention[J]. Journal of Beijing Forestry University (Social Science), 2021, 20(3): 82-92. DOI: 10.13931/j.cnki.bjfuss.2020089

园艺团体辅导对小学生焦虑与注意力的影响

The Effect of Horticultural Group Counseling on Pupils' Anxiety and Attention

  • 摘要: 采取量化、质性分析手段研究了园艺疗法对小学生焦虑的影响及其内在作用机制。研究一通过问卷法调查分析小学生的注意力和焦虑状况;研究二引入园艺团体辅导,探究小学生的焦虑是否降低以及注意力是否为内在作用机制;研究三为质性研究,对园艺团辅过程中积累的大量质性资料进行分析。结果表明:①小学生确实存在焦虑状况且注意水平能够显著负向预测焦虑;②在园艺团辅作用下,实验组的焦虑水平显著降低;③在园艺团辅作用下,实验组的注意力水平显著提升;④在园艺团辅对焦虑的作用中,注意力的中介作用不显著;⑤在主观感觉上,园艺活动能够给人带来愉悦的心情,提高解决问题的能力,提升专注程度并且缓解焦虑。

     

    Abstract: Pupils have different degrees of anxiety and their attention level is relatively low due to restricted cognitive development. Horticultural therapy, as an ecological psychological treatment method, has a significant effect on anxiety and attention. There have been many experimental and clinical studies on horticultural therapy abroad, and a complete theoretical system has been established. However, few domestic scientists have relevant experiments and clinical reports. This study used both quantitative and qualitative analysis methods to explore the effect of horticultural therapy on pupils' anxiety and its internal mechanism. After analyzing the attention and anxiety of primary school students through the questionnaire survey, we designed horticultural group activities and explored its effect on improving primary school students' anxiety and attention. In addition, we also explored whether attention is the mediating variable. The results show that the primary school students do have anxiety and their attention level can significantly negatively predict anxiety. The anxiety level of the experimental group was significantly reduced and the attention level was significantly improved by participating horticultural activities. However, the mediating role of attention is not significant in the effect of the horticultural on anxiety. In qualitative analysis, we found that horticultural can also bring happy mood, relieve anxiety, improve problem-solving ability, improve attention and concentration, which is of great significance to mental health.

     

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