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基于情境调节视角的专门学校青少年执行功能干预模型及其可行性探讨

Executive Function Intervention Models for Adolescents in Special Schools from a Contextual Regulation Perspective: A Feasibility-oriented Review

Psychology of China / 2026,8(1): 55-60 / 2026-01-28 18 9

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• Authors: 黄欣欣¹ 熊娴娴² 黄飞腾² 陈文暄¹ 禤谢颖¹
• Information:

  1．韶关学院教育科学学院，韶关；
  2．韶关市启航学校，韶关

• Keywords:
  Executive function; Contextual regulation; Special schools; Self-regulation; Intervention feasibility
  执行功能; 情境调节; 专门学校; 自我调节; 干预可行性
• Abstract: Adolescents in special schools often experience persistent difficulties in behavioral and emotional regulation, with executive function considered a core mechanism underlying these self-regulatory challenges. However, most executive function-based interventions have primarily focused on individual capacity training, with limited attention to institutional and contextual constraints that shape regulatory processes, thereby restricting their feasibility in highly structured educational settings. Adopting a contextual regulation perspective, this paper systematically reviews and integrates research on executive function interventions for adolescents in special schools, shifting the focus from intervention effectiveness to contextual feasibility. Based on theoretical and empirical literature, this review synthesizes several intervention models, including context-embedded approaches, socially situated regulation training, metacognitive support, and adult-mediated co-regulation, and examines their regulatory mechanisms and contextual alignment. The analysis suggests that conceptualizing executive function as a context-sensitive regulatory process provides a more precise account of regulatory variability across educational settings and offers a theoretically grounded framework for designing feasible interventions in institutionally constrained schools. 专门学校青少年在行为调节与情绪管理方面普遍面临持续性困难，执行功能被认为是理解其自我调节问题的重要心理机制。然而，既有基于执行功能的干预研究多以个体能力训练为核心，较少系统考察学校制度与情境因素对调节过程的影响，导致相关干预在制度性受限教育情境中的可行性与稳定性受到限制。基于此，本文引入情境调节视角，对专门学校青少年执行功能干预研究进行系统梳理与理论整合，并将分析重点从干预效果转向干预在特定教育情境中的可行性机制。通过综述相关理论与实证研究，本文从情境嵌入、社会互动、元认知支持与成人共调节等维度，概括了不同执行功能干预模型的作用逻辑及其情境适配特征。进一步结合专门学校的制度结构与互动特点，本文从调节负荷匹配、情境结构塑造与干预可持续性等方面，对各类干预模型的可行性路径进行了分析。文章认为，将执行功能理解为一种情境敏感的调节过程，有助于解释专门学校青少年在不同教育情境中表现出的调节差异，也为深化执行功能研究的情境取向及推动干预研究与教育实践的有效衔接提供了新的理论视角。
• DOI: https://doi.org/10.35534/pc.0801009 (registering DOI)
• Cite: 黄欣欣, 熊娴娴, 黄飞腾, 陈文暄, 禤谢颖. (2026). 基于情境调节视角的专门学校青少年执行功能干预模型及其可行性探讨. 中国心理学前沿, 8 (1), 55-60.