| Purpose:1. To know the status of high school students’ self-harmony, and to probe into the impact factors of high school students’ self-harmony,then to explore the relations between self-harmony with academic performance.2. To probe into that emotional intelligence group consultation effects the level of high school students’ self-harmony.Methods:1. Research studyUsing Emotional Intelligence Scale, Simplified Coping-Style Questionnaire and Self-Consistency and Congruence Scale, test a random sample of 700 high school students from Taiyuan Foreign Language School to know the present status of high school students’ self-harmony and the influence factors of self-harmony. Simultaneously, collect high school juniors’ the Chinese, Math and total score in the final examination of the second semester and inspect the relationship between self-harmony with academic performance.2. Intervention studyBased on the data of research, a class of 47 students was randomly extracted as the intervention group. They were taught by emotional intelligence group consulting for six lessons, 90 minutes per time, which was worked out according to Psychological characteristics of senior high school students. The control group was not given any intervention. After the study, the control group will be received an accordingly teaching.3. MeasurementUsing Emotional Intelligence Scale, Simplified Coping-Style Questionnaire and Self-Consistency and Congruence Scale,the students were tested at pre-test, after intervention and a month later, and then analysis the data by repeated measurementanalysis of variance.Results:1.Survey findingsThe total score of high school students’ self-harmony is 96.88±13.77.No significant difference quantity was found in grade, gender level, only child or not and family situation on self-harmony. There were significant differences in grade on disharmony of self and experience(t=1.727, p<0.05),and the score on disharmony of self and experience of fresh high school students(49.52±9.21) is significantly higher than senior high school students(48.34±8.11); High school students’ emotion intelligence and coping style have a significant correlation with self-harmony. Emotion intelligence and coping style also can predict self-harmony, which means it can explain 34.7% variation of the total score.2. Intervention study resultsUsing repeated measures analysis of variance to analyze the data of pretest,immediate post-test and delay post-test, the results were found: emotion intelligence(F=3.936, p < 0.05),negative coping style(F=8.368, p < 0.05),positive coping style(F=8.212,p<0.05)and self-harmony(F=6.027,p<0.05) have significant difference among treatment,the role of the time factor among emotion intelligence(F=13.501, p<0.05) and self-harmony(F=6.231, p<0.05) have trends over time, emotion intelligence(F=20.103, p < 0.05), positive coping style(F=6.638, p < 0.05), negative coping style(F=0.315, p>0.05)and self-harmony(F=9.465, p<0.05)is different with subgroup.Further comparisons revealed: the score of emotion intelligence on the test group’immediate post-test and delayed post-test has significantly higher than pretest and control group, the score of self-harmony on the test group’ immediate post-test and delayed post-test has significantly lower than pretest and control group.Conclusions:1. High school students’ self-harmony should be improved further. Significant differences were found in grade on disharmony of self and experience.2. High school students’ emotion intelligence and coping style are the influence factors of high school students’ self-harmony,and self-harmony can predict academicperformance in a certain degree.3. Emotional intelligence group guidance has an effect on improving high school students’ self-harmony, emotion intelligence and coping style. |
PDF Full Text Request