留守初中生感恩心理的發(fā)展與促進(jìn)

1、 學(xué)位論文獨(dú)創(chuàng)性聲明 本人所呈交的學(xué)位論文是在導(dǎo)師的指導(dǎo)下取得的研究成果。 據(jù)我所知， 除文中已經(jīng)注明引用的內(nèi)容外， 本論文不包含其他個人已經(jīng)發(fā)表或撰寫過的研究成果。對本文的研究做出重要貢獻(xiàn)的個人和集體，均已在文中作了明確說明并表示了謝意。 作者簽名： 日期： 學(xué)位論文使用授權(quán)聲明 本人授權(quán)沈陽師范大學(xué)研究生處， 將本人碩士學(xué)位論文的全部或部分內(nèi)容編入有關(guān)數(shù)據(jù)庫進(jìn)行檢索；

2、 有權(quán)保留學(xué)位論文并向國家主管部門或其指定機(jī)構(gòu)送交論文的電子版和紙質(zhì)版， 允許論文被查閱和借閱； 有權(quán)可以采用影印、 縮印或掃描等復(fù)制手段保存、 匯編學(xué)位論文。保密的學(xué)位論文在解密后適用本規(guī)定。 作者簽名： 日期： The Development and Promotion of Thanks giving of Left-behind Junior Middle School

3、Students Abstract By cultivating the positive psychological quality of Thanksgiving Psychology, we can prevent the psychological and behavioral problems of the junior high school students. Therefore, it summarizes the ch

4、aracteristics of the development of the gratitude of the junior high school students, and puts forward the group counseling Program. First, the questionnaire survey of 142 left-behind junior high school students and 177

5、non-left junior high school students was analyzed, and the characteristics of the development of gratitude of junior high school students and the differences in the development level of self-left and middle school studen

6、ts were analyzed; Secondly, according to the theory of cognitive emotion, the theory of emotional traits and the theory of widening construction and the technique of Thanksgiving intervention, we designed the “self-care

7、counseling program for junior high school students“, and the intervention experiment of 10 junior high school students left in the experimental group. Junior high school students as the control group, after the end of th

8、e experiment to “Thanksgiving scale“ as a measurement tool, finishing counseling program content, from the quantitative and qualitative analysis of the two angles of this grateful psychological counseling program to adju

9、st the left-behind students Thanksgiving psychological effect. The results showed that: (1) There was no significant gender difference in the existence of the latent gratitude of middle school students. (2) left-behind j

10、unior high school students grateful psychology there is no significant grade differences. (3) left-behind junior high school students grateful psychology does not exist significant differences in residence. (4) In the gr

11、oup of boys and girls, there was a significant difference in the gratitude of left-behind and non-left-behind junior high school students, among which the gratitude of girls was significantly higher than that of boys. (5

12、) In the first, second and third year, there were significant difference between the gratitude and the gratitude of the self - left junior high school students, and the gratitude of the left - behind students is signific