Effect Of Solution-focused Group Therapy On Emotion And Working Memory Of College Students With Learning Burnout

Background: Learning burnout will affect the academic development and mental health of college students.So far,little has been known about the characteristics of emotion and working memory of college students with learning burnout.Solution-focused group therapy may have a better intervention effect on learning burnout.Objective: To explore the differences of emotional and working memory abilities of college students with different degrees of learning burnout,and the effects of learning-related stimuli on their working memory,and to investigate the intervention effect of focus-solving group on learning burnout.Methods: A number of college students were selected and screened by the College students’ Learning Burnout scale,which were divided into high learning burnout group(the total score was more than 60 points,31 person)and low learning burnout group(the total score was less than 40 points,20 person).All subjects need to complete four self-report questionnaires: College Students Learning Burnout Questionnaire,Positive Affect and Negative Affect Schedule,State-Trait Anxiety Inventory and Beck Depression Inventory-II.One experimental task: N-back task.In study 2,college students with high learning burnout(score of learning burnout scale>60)were randomly assigned to the experimental group and the waiting group.The emotional and working memory performance of the two groups were evaluated before intervention(baseline T0)and after intervention(T1).The experimental group was given self-designed Solution-focused group therapy,the group intervention executed once,and the time lasted 120 minutes.The waiting group was not active during the experiment,and the subjects in the waiting group were intervened with focused group after the end of the experiment.The scales and behavior experiment used in the evaluation were the same as those in study 1.Results:(1)The scores of negative emotion scale in the high learning burnout group were significantly higher than those in the low burnout group,while the positive emotion in the high learning burnout group was significantly lower than that in the low burnout group.(2)The reaction time of N-back task in high learning burnout group was significantly lower than that in low burnout group,and the discrimination of learning related pictures in high learning burnout group was significantly higher than that in learning irrelevant pictures.(3)After the intervention of focus group,the level of learning burnout decreased significantly and the positive emotion increased significantly in the experimental group.(4)After receiving the auxiliary intervention of focus group,the N-back task performance of the experimental group was improved,and the discrimination ability of learning-related pictures was decreased.Conclusion:(1)College students with high learning burnout have more negative emotions,less positive emotions,better working memory performance and higher discrimination to learning-related stimuli.(2)Focus group supplement can effectively reduce the level of learning burnout,improve the performance of working memory,and regulate the abnormal perception of learning-related stimuli.