催眠暗示训练对初中生自我概念和自我效能感的影响

目的通过研究催眠暗示训练对初中生自我概念和自我效能感的影响,为促进青少年自我意识的发展找到实用、有效的方法。方法选取兰州市六十六中8年级学生共72人。在斯坦福催眠标准引导程序后,将提前设计好的积极暗示语给实验组被试重复2遍,每周1次,共4次。同时,将自我催眠方法教给实验组被试,由被试在自我催眠之后重复积极暗示,每周2次。实验周期为1个月。结果①催眠暗示训练后实验组的自我概念水平高于训练前(t=7.894,P<0.001),控制组的没有显著变化(t=1.031,P>0.05);②实验组自我概念量表存在差异最大的3个词汇是主动参与的、热心的、主动的(t=6.565、6.159、6.111,P<0.05),没有差异的2个词汇是积极的、乐观的(t=1.248、2.015,P>0.05);③催眠暗示训练后实验组自我效能感高于训练前(t=-8.016,P<0.001),控制组没有显著变化(t=1.628,P>0.05)。结论催眠暗示训练可以显著提高初中生的自我概念水平和自我效能感。

The Effect of Hypnotic Suggestion Training on Self-concept and Self-efficacy of Junior Middle School Students

Objective To explore the effect of the hypnotic suggestion training on self-concept and self-efficacy of junior middle school students by questionnaire and interview.Methods The participants included 72 grade eight junior students.After the standard Standford hypnotic guidance procedure,the positive suggestions were repeated twice for the experimental group every once a week for a month,and at the same time,the self-hypnosis method was introduced to the experimental participants so that they could lead themselves to hypnosis.The positive suggestions should be repeated twice every week after self-hypnosis which lasted a month.Results ①The level of self-concept in the experimental group was higher after the hypnotic suggestion training than before training（t=7.894,P0.001）.②The three words which had differences in Wallace Self-concept Scale of the experimental group were volunteered,enthusiastic and initiative（t=6.565,6.159,6.111;P0.05）,and the two words which had no differences were positive and optimistic（t=1.248,2.015;P0.05）.③The self-efficacy of the experimental group had been improved after the training（t=-8.016,P0.001）,but there was no significant difference in control group（t=1.628,P0.05）.Conclusion The self-concept and self-efficacy of junior students can be significantly improved by the hypnotic suggestion training.