Assessment And Group Intervention Of Communication Competence In Grade 3-6 Primary School Students

Communication is closely related to our daily life.At present,scholars at home and abroad have conducted a lot of research on communication competence from the aspects of communication,education and management,but there are few studies from the perspective of psychology,especially the research on communication competence of primary school students.It is primary school period that is critical for the development and cultivation of individual communication competence,which plays a vital role in their future happy life.Therefore,this study will explore the communication competence of contemporary primary school students in grades 3-6 from a psychological perspective.This paper mainly contains three studies,and the specific contents are as follows:Study I: Through literature analysis,observation,semi-structured interviews,and factor analysis,we compile a communication competence assessment questionnaire suitable for primary school students in grades3-6 in my country and test its reliability and validity.The results show that:(1)Three dimensions are involved in the communication competence of primary school students,which are communication tendency,communication cognition and communication skills,30 questions in total;(2)The composite reliability,Cronbach’s α and test-retest reliability of this questionnaire are 0.926,0.925 and 0.942 respectively,and the structural validity,content validity and criterion validity all meet the psychometric requirements.Conclusion: The communication competence questionnaire of primary school students compiled in this study has good reliability and validity,and this questionnaire could be used to measure the communication competence of students from Grade 3 to Grade 6.Study 2: The above self-designed questionnaire was used to measure the communication competence of 1797 primary school students in Hunan,Guangdong,Jiangxi and Henan provinces.The survey found that the overall score distributes negatively skewed and the performance was good,with an average score of 3.77,which was 3 points higher than the median of the 5-point scale.There were significant differences in the following seven aspects(p < 0.05):(1)Considering gender,the females performed better;(2)In terms of grade,Grade 5 performed the best and Grade 6 the worst;(3)In contrast with students in rural areas,urban pupils perform better;(4)In terms of whether they are only children,only children do better;(5)Student cadres have better performance than ones who haven’t been cadres;(6)Considering the distance with parents’ working place,children whose parents are migrant workers perform worse;(7)In terms of parents’ degree of education,primary school students Whose parents have higher degree have better communication competence.Conclusion:(1)The communication competence questionnaire for primary school students in grades 3-6 has good reliability and validity after re-investigation.(2)Primary school students’ communication competence and individual factors(gender,grade),family factors(whether they are an only child,whether their parents work outside,and their parents’ educational level),school factors(whether they are class leaders)and social factors(urban and rural)related.Study 3: It aims to explore the methods and effects of group intervention to improve the communication competence of primary school students.Seventy-two fifth-grade students with low communication competence were randomly divided into the experimental group(36 students)and the control group(36 students).The intervention plan was to exercise students’ communication competence by completing tasks with the help of teachers,including mind mapping,group sharing and group debate in combination with reading classics under the guidance of teachers.The intervention lasted for 8 weeks.The results showed as follows:(1)There was no significant difference in scores between the two groups before intervention(p > 0.05);(2)The posttest results of the experimental group in the communication competence questionnaire were significantly higher than those of the control group(p<0.05);(3)The scores of the experimental group were also higher than those of the control group(p<0.05).The same effect was also reflected by feedback of the experimental group after intervention.Conclusion:(1)The communication competence of primary school students in grades 3-6 can be significantly improved through short-term group intervention;(2)Group intervention is not only effective,but also has a certain durability.