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紧张性刺激、习得性无助与学生厌学行为之间的关系

The Relationship Between Tension Stimulation and Learned Helplessness and Weariness

Theory and Practice of Psychological Counseling / 2021,3(4): 214-222 / 2021-04-19 1131 913

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• Authors: 李洪东¹²
• Information:

  1．哈尔滨李洪东心理咨询有限责任公司，哈尔滨；
  2．黑龙江省应用心理学会积木动力修复技术研究会，哈尔滨

• Keywords:
  Tension stimulation; Desire and motivation for change; Learned helplessness; Building block power repair technology
  紧张性刺激; 改变的愿望和动力; 习得性无助; 积木动力修复技术
• Abstract: In the consultation work, the author has contacted a large number of student visitors, and one of them has aroused the author’s attention. There are four common characteristics of this kind of consultation: first, this kind of students have basically lost the desire and motivation of subjective change; second, their original academic performance is very good, which has declined in the past two years. Recently, they suddenly do not want to go to school, so they are now taking leave at home; third, they are disgusted with answering questions about learning and hold the will not to go to school; fourth, they are unhappy at home, even playing games. What happened to the students? What causes them to have the above characteristics? Through the significant effect of counseling, the author draws the conclusion that they have suffered a series of setbacks in their learning ability, resulting in the formation of learned helplessness in psychology, and finally give up on themselves. This article will introduce the formation process in detail, harm and solutions of learned helplessness in students’ group psychology. 在咨询工作中，作者接触了大量的学生来访者群体，其中有一类学生来访者群体的问题类型引起了作者的重视。这类咨询有四个共同的显著特征：一是，这类学生群体基本上都丧失了主观改变的愿望和动力；二是，他们原来的成绩都很优秀，在近两年开始下降，最近一段时间突然不愿意上学了，现在请假在家；三是，这类学生群体都很反感回答有关学习的问题，持有坚决不上学的意志；四是，这类学生群体在家都闷闷不乐，即使玩游戏也提不起兴趣。学生们怎么了？是什么导致他们出现了上述症状特征呢？通过咨询效果的显著性，作者得出这样的结论：他们遭遇了一系列学习能力的挫折，导致在心理上形成了习得性无助的认知，最后放弃了自己。本文会详细介绍习得性无助在学生群体心理上的形成过程、危害和解决方法。
• DOI: https://doi.org/10.35534/tppc.0304027
• Cite: 李洪东．紧张性刺激、习得性无助与学生厌学行为之间的关系［J］．心理咨询理论与实践，2021，3（2）：214 -222．