Effects Of Metacognition Intervention Technique On Learning Distraction Of Boarding High School Students

With the implementation of the Double Reduction Policy,students have entered an era that emphasizes learning efficiency in classroom learning and self-study courses,and learning focus has been the core competitiveness of students.However,the problem of learning distraction generally occurs in primary and middle school students.In particular,high school students are faced with great academic difficulties and pressure,and the problem of learning distractions they need to solve is very prominent.Some scholars have obtained good results based on metacognitive intervention techniques to intervene in learning distraction.In this paper,in terms of boarding school students,including some rural left-behind teenagers,the question of whether metacognitive intervention techniques can have a positive intervention effect on the learning distraction of this group was discussed.By issuing the Learning Behavior Disorder Questionnaire for Middle School Students and the Learning Anxiety Scale,eight subjects who met the inclusion criteria were selected.They were boarding high school students who suffered from learning distractions.Metacognitive intervention technique was used as the intervention method.Furthermore,when the distraction occurred,the content of the mind in the dissociative state was analyzed.Through cognitive repair of inappropriate components,the metacognitive psychological intervention technique was used to create behaviors that can adapt to current learning.The intervention process lasting for twelve weeks was divided into six stages: preassessment,baseline,intervention,posttest,observation,and return visit(two times in the first and third months).Through the design of a small sample multi-baseline experiment,the changes in the target behavior self-satisfaction of the subjects,the evaluation of others,and the scale scores before and after the intervention were observed and recorded.Through overall analysis and individual behavior analysis(qualitative and quantitative integration),the effectiveness of this technique to intervene in the learning distraction of boarding high school students was explored.The results showed that through the metacognitive intervention technique,the scores of the eight subjects after the intervention were significantly reduced,which indicated that learning distraction and anxiety were effectively relieved.On the other hand,their self-evaluation and other-evaluation scores of satisfactions with the target behaviors after the intervention were significantly improved,which indicated that both the self-perception of students and the evaluation of others were significantly changed due to the implementation of the intervention.In addition,in the return visit of the first and third months,eight subjects were in a stable state,and no recurrence was found.In conclusion,the metacognitive intervention technique can effectively reduce the learning distraction of boarding high school students,and the intervention effect can last for 3months.Research on boarding high school students broadens the application scope of the meta-cognitive intervention technique,and the corresponding applicability test and procedure optimization may promote the maturity and development of this technique.