| Objective: Academic emotion affects all aspects of students and has a significant impact on their academic performance,academic attitude and mental health.Primary school is the initial stage of compulsory education and the basic stage of learning.Intervention on pupils’ academic emotion and health level is not only conducive to students’ learning,but also has far-reaching significance for their healthy growth.According to existing research,group sandplay therapy can effectively solve students’ negative emotional problems,and can significantly reduce students’ negative academic emotions such as anxiety,boredom,and helplessness.However,if we only take the elimination of mental illness as the standard of mental health,it is easy to produce a "ceiling effect".Therefore,we should not only start with reducing negative academic emotions,but also pay attention to students’ positive academic emotions.Positive psychology emphasizes the understanding of positive psychological quality,grasping the potential and advantages of individual growth,and looking at problems and building resources from a positive psychological perspective,rather than reducing negative quality.Some studies have shown that group counseling from a positive perspective has certain long-term and lasting effects.Therefore,under the guidance of positive psychological theory,this study aims to conduct intervention research on pupils’ academic emotions through the intervention model of group sandplay,with a view to improving pupils’ positive academic emotions,reducing their negative academic emotions,promoting pupils to have more psychological resources to cope with the pressure of family and school caused by the COVID-19 epidemic,and helping them better adapt to school and society,Positive and healthy growth.Methods: A recruitment model of teacher recommendation and voluntary participation was adopted,with a negative academic emotion score greater than 3 points and a positive academic emotional score of less than 3 points included in the selection range of subjects.According to the willingness and timing of group sandplay therapy intervention,24 primary school students were finally selected as the subjects of this intervention experiment.Using the equal group pretest and posttest design,24 primary school students were randomly divided into two groups,of which 12 were in the experimental group,divided into groups A and B,and 6 were in each group.The experimental scheme of group sand-table game designed from the perspective of positive psychology theory was used to intervene in two sand-tables;There were 12 people in the control group without intervention.Results:(1)Before intervention,there was no significant difference between the experimental group and the control group in the dimensions of positive high arousal,positive low arousal,negative high arousal,and negative low arousal(p>0.05).(2)After intervention,there was a significant difference between the experimental group and the control group in the dimensions of positive high arousal,positive low arousal,and negative high arousal(p<0.01),and the scores of positive high arousal,and positive low arousal in the experimental group were significantly higher than those in the control group after intervention,The score of negative arousal was significantly lower than that of the control group.There was no significant difference in the score of negative low arousal level(p>0.05).(3)After intervention,the experimental group had significant differences in the dimensions of positive high arousal(p<0.05),positive low arousal(p<0.05),and negative high arousal(p<0.01)in academic emotions,while there was no significant difference in the dimensions of negative low arousal(p>0.05).Among the specific emotional factors,there were significant differences between positive arousal and happy arousal(p<0.01)and hope arousal(p<0.01).There were significant differences between negative arousal and upset arousal(p<0.01),worry arousal(p<0.05),hate arousal(p<0.05)and shame arousal(p<0.01).There were significant differences between negative arousal and helpless arousal(p<0.05).There were no significant differences in other emotional factors.(4)The pre-and post-test results of the control group showed that there was no significant difference in the dimensions of positive high arousal,positive low arousal,negative high arousal and negative low arousal in the control group(p>0.05)(5)Before and after the intervention,the number of trauma themes in the sand-table works showed a significant downward trend,and the number of healing themes showed a significant upward trend.Conclusion:(1)Group sand games can improve the positive academic emotional level of primary school students.(2)Group sandbox games can reduce the level of negative academic emotions in primary school students.(3)Before and after the intervention of group sand games,the overall healing theme of the experimental group sand games showed an increasing trend,while the overall trauma theme showed a decreasing trend,and the intrinsic positive power of primary school students was improved.(4)After intervention,the changes that occur in children’s daily learning and life include reduced aggressive behavior,concentration,improved peer relationships,strengthened rule awareness,and enhanced emotional control. |
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