The Meta-cognition Intervention Effect Study Distracted By High School Students Learning

Objective:This study takes eight distracted students as the object, to verify the effectiveness of the meta-cognitive intervention techniques in intervening the learning of the distracted senior high school students. It explores the psychological mechanisms, the therapeutic effect, time and other issues about the senior high school students’ distraction. It not only provides a reference for students, but also explores a new method for School Mental Health.Methods:Taking Dalian High School8students with learning distraction problem as the objects to adapt the meta-cognitive intervention, with the design of small amount being multi-baseline experimented. The use of the learning distraction factor and learning inefficiency factor in the senior high school students’ behavior disorder questionnaire, and the Symptom Checklist anxiety factor as the standard of the effectiveness of interventions. In the design of the experiment, learning distraction frequency, duration of the distraction are regarded as the index of the multiple baseline experiment.Result:When the intervention’s finished, the distraction factor and the inefficiency factor of the eight experimental senior high school students are below the critical value; the Symptom Checklist anxiety factor is below the criterion of demarcation. The multiple baseline experiment shows that the duration of the tested learning distraction and the frequency of the occurrence decline sharply, and the learning satisfaction has raised substantially. In the three times’ feedbacks after the experiment, there is no recurrence.Conclusion:High school students learning distraction problem is the negative emotional reaction conditions as the dominant factor, combined with the vicious cycle of of self negative cognitive evaluation process. Meta-cognitive intervention on senior high school students’ learning distraction which leads to inefficient learning has an obvious intervention effect, and effectively reduce the anxiety of the visitors; on one month, three months and six months’return visit, there was no evidence of recurrence of eight experimental students. It is proved that the validity of meta-cognitive intervention works on the learning distraction of the senior high school students.